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Time Out! I Didn’ ’t HearYou by Catherine V. Palmer, Ph.D., CCC-A Stacy L. Butts, MA George A. Lindley IV, MS Susan E. Snyder, MA, CCC-A Sports Support Syndicate, Inc. Pittsburgh, Pa. USA
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Page 1

Time Out!

I Didn’ ’t Hear You

by

Catherine V. Palmer, Ph.D., CCC-A

Stacy L. Butts, MA

George A. Lindley IV, MS

Susan E. Snyder, MA, CCC-A

Sports Support Syndicate, Inc.Pittsburgh, Pa. USA

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Catherine Palmer, Ph.D., is available for speaking engage-ments. Universities, professional meetings, school-district

educators, community groups, health-care providers, athlet-ic associations, coaching seminars and even businesses and

church groups have enjoyed CatherineÕs presentations.

For details on bringing Catherine or any other author fromthe Sports Support Syndicate to your group for a

lecture/speaking engagement, contact the publisher. Toreceive a resume, reference list, topic ideas and scheduling

dates, please make a written request for a speakersÕ kit.

Sports Support Syndicate,108 S. 12th Street

Pittsburgh, PA USA 15203-1226

OfÞce: 412-481-2497Fax: 412-481-2540

Internet e-mail: [email protected]://www.SportsReader.Com/

Printed on Recycled Paper

Made in the U.S.A.

First Edition — First Printing

O.K. for Export, Trade Sales, and Library Markets

Translation and Movie Rights Available

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Please support your local bookstores, especially if theystock works from independent, small-press, publishers.

First Edition & First Printing Copyright ' 1996 by Catherine V. Palmer, Ph.D.

Published by Sports Support Syndicate, Inc.108 South 12th Street

Pittsburgh, PA 15203-1226 USA

OfÞce: 412-481-2497Fax: 412-481-2540

Internet e-mail: [email protected]

ISBN: 1-878602-92-6Softcover price: $25.00 - USA

All rights reserved. No part of this material may be repro-duced, stored in a retrieval system, or transcribed, in any

form or by any meansÑelectronic, mechanical, photocopy-ing, recording or otherwiseÑwithout the prior permission

of the publisher or the author.

This text is available in large print and on the internet byrequest to the publisher.

All international copyright laws apply.For foreign distribution, translation, and reproduction,

please contact the publisher.

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The Authors

Catherine V. Palmer received her doctorate from Northwestern University, and is currentlyan Assistant Professor of Communication Science and Disorders at the University ofPittsburgh. She has published scientiÞc articles in professional journals and is highly

regarded as a dynamic teacher and researcher.

Stacy L. Butts, MA, was a research and project assistant to Dr. Palmer while she obtainedher Masters Degree in Audiology at the University of Pittsburgh.

George A. Lindley IV, MS, made his network TV debut by winning on The Wheel ofFortune during his tenure in the Masters program at the University of Pittsburgh.George completed his CFY in Maryland and is now a doctoral student at Pitt.

Susan E. Snyder, MA, CCC-A, was a basketball player on CanadaÕs National Team as wellas a scholarship player in college at Rutgers and Michigan State. She has coordinated theAssistive Device Center at the University of Pittsburgh since 1992. Susan now resides in

Arizona with her husband and son.

Catherine has written a large collection of articles and thefollowing books:

Games for Active Learning Ñ For Any Classroom

Games for Active Learning Ñ Focus on Audiology

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with Hearing Loss

AcknowledgmentsThe authors of this project would like to thank

the following people and organizations without whomthe publication of this book would not have been pos-sible.

This publication was supported in part through acontract between the University of Pittsburgh andPennsylvaniaÕs Initiative on Assistive Technology(PIAT). PIAT is funded by the National Institute onDisability and Rehabilitation Research, USDepartment of Education, under Public Law 103-218,the Technology-related Assistance for Individualswith Disabilities Act Amendments of 1994(#H224A2006-94A). We would like to extend a spe-cial thank you to Amy Goldman who was our liasonat PIAT for her encouragement, patience, and editing.

The contributors included:Heather Whitestone, Miss America 1995

Mary McGinnis, Miss America Organization

Jim Ryun, Olympic Athlete, Track and Field and hiswife Anne Ryun

John Pride, father of Curtis Pride, baseball playerwith the 1995 Montreal Expos

Neil Gwinn, assistant coach/player, United StatesDeaf Soccer Organization

American Academy of Audiology, Greg Chavez

Sprint Relay Service

Pennsylvania Interscholastic Athletic Association,Robert Lombardi

National Federation of State High SchoolAssociations, Robert Kanaby

Elaine Mormer, M.A., University of PittsburghSpeech and Hearing Clinic

USA Gymnastics, Julie Bejin

United States WomenÕs Lacrosse, Susanna McVaugh

USA Baseball, Richard E. Case

United States Fencing Association, Kristi Roberts

WomenÕs International Bowling Congress, Stacy Fox

American Bowling Congress, Jeff Henry

National Archery Association of the United States,Colleen Walker Mar

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National Riße Association, Sheila Pasquini

United States Weightlifting Federation, Inc.

USA Table Tennis

United States Badminton Association

United States of America Rugby Football Union

United States Golf Association

United States Curling Association

United States Canoe and Kayak Team, Tiffany West

United States Rowing Association

United States Judo, Inc.

United States Ski Association

Athletic Director and Coaches of Plum High School,Pittsburgh, PA, Robert Terlinski

Dave AndersonJulie McCormickCindy MitchellWilliam RometoRon DeslauriersAnthony KrasowkiTim SandstromJoseph IontaKelli McIntyreEd Nitrowski

Cumberland Valley School District, Pennsylvania,Robin Turo

Central Dauphin East Senior High School,Pennsylvania, Glenn Coates, Donna Roth

Mt. Lebanon High School, Pennsylvania, ElizabethA. Bowers, Susan Wright

Parent Education Network, Louise Thieme, GinnyDuncan

The Pennsylvania Coalition of Citizens withDisabilities, Linda Anthony

Michele Chirdon Mundock, Johns Hopkins ListeningCenter, Baltimore, MD

Three Rivers Center for Independent Living, W. D.Chrisner III

Education Law Center, Inc., Nancy A. Hubley

Young MenÕs Christian Association of Pittsburgh,Nancy L. Kramer, Thomas Deen

MaryLou Dunmeyer, Pittsburgh Parents of Children

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ContentsChapter 1ÑHow to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Chapter 2ÑThe Ear, Hearing and Communication . . . . . . . . . . . . . . . . 7Chapter 3ÑAssistive Devices and Communication Strategies . . . . . . . 13Chapter 4ÑThe Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Chapter 5ÑCommunication Needs Assessment . . . . . . . . . . . . . . . . . . 38Chapter 6ÑThe Sports (Archery - Wrestling) . . . . . . . . . . . . . . . . . . . 50Chapter 7ÑOffcials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Chapter 8ÑHearing loss didnÕt stop these athletes from participating 83Chapter 9ÑResources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

FiguresFigure 1. Schematic of the ear.Figure 2. Graph of the frequency and intensity level of everyday sounds.Figure 3. Graph of normal hearing.Figure 4. Graph of moderate hearing loss.Figure 5. Schematic of a hearing aid.Figure 6. In-the-ear hearing aid.Figure 7. Behind-the-ear hearing aid.Figure 8. Portable telephone ampliÞer.Figure 9. Assistive listening device to overcome noise and distance problems.Figure 10. Audiometric data for example athlete.

TablesTable 1. Tech Act projects by state.Table 2. Hearing aid trouble shooting.Table 3. Statewide telephone relay numbers.Table 4. Features as a function of transmission type.Table 5. Assistive device transmission and coupling options.Table 6. Everyday communication strategies.Table 7. Protection and advocacy organizations.Table 8. Hearing, device, activity, and environmental data.Table 9. Identifying communication within an activity.Table 10. Solutions to previously identiÞed difÞcult communication situations.Table 11. Hearing, device, activity, and environmental data for example athlete.Table 12. Identifying communication within an activity for example athlete.Table 13. Solutions to previously identiÞed difÞcult communication situations for example athlete.

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face in athletic activities. Participating in athletics isgood for the student with hearing impairment and thepotential talents of the hearing-impaired student aregood for the team!

Chapter 1

How to Use ThisBook

Extracurricular activities and sporting eventsmay be very important for the overall educational andsocial experience of a child. For most children, theschool day does not end at the sound of the bell ofthe last academic class. Many lessons about teamwork, responsibility, winning, and losing happen inÒafter schoolÓ activities that are sponsored by theschool. All children have the right under the law toaccess these after school activities in the least restric-tive way just as they have a right to access the acade-mic offerings of a school.

There is such a tremendous focus on making aca-demics accessible to children with hearing-impair-ment that extracurricular activities are often ignored.Further, students, parents, and coaches may mistaken-ly assume that team activities are not appropriate forindividuals with hearing loss.

Time Out! I DidnÕt Hear You provides the stu-dent, parent, coach, athletic director, principal,school-board member and educational audiologistwith all the information needed to make athleticsaccessible in the most cost-effective, comfortableway. We recommend that you approach making ath-letics accessible in the following manner. ReviewChapter 2 ÒThe Ear, Hearing, and CommunicationÓ inorder to understand the impact of hearing loss oncommunication.

Chapter 3 ÒAssistive Devices and Communica-tion StrategiesÓ should be read carefully before tack-ling a sports speciÞc chapter. The sports speciÞcchapters were written assuming that the user has readChapter 3. The devices are described in detail inChapter 3 and are not re-detailed in the sports specif-ic chapter. Chapter 3 also describes general solutionsregarding hearing aids and communication strategiesthat are important in any athletic activity.

Chapter 4 speciÞcally explains the studentÕsrights to participate in athletic activities and the

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process that the parent and school may go through toobtain appropriate accommodations. Use this chapteras a reference if questions or concerns come up.

Anyone involved in writing the studentÕs individualeducation plan will want to use this chapter.

Chapter 5 takes you through a complete commu-nication needs assessment for the individual studentand sport. Use the sport speciÞc section in Chapter 6to complete the needs assessment. Students and par-ents may want to review a variety of sports inChapter 6 in order to understand the communicationdemands of different sports.

Chapter 8 provides biographies and interviews ofathletes, parents, and coaches who have experiencedhearing loss and successfully participated in athletics.Their stories are interesting and motivating Ñ readChapter 8 for added encouragement.

Time Out! I DidnÕt Hear You is meant to be acomplete guide to creating solutions to communica-tion challenges that hearing-impaired students may

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Chapter 2

The Ear, Hearingand Communication

Hearing loss of various degrees and causesaffects approximately 17 million people in the UnitedStates including nearly 26,000 teenagers between theages of 12-17 years. The impact hearing impairmentcan have on the education of these individuals is sig-niÞcant. While some individuals with hearing impair-ment are educated in schools for the Deaf, others arein self-contained classrooms or mainstreamed in reg-ular public high schools. Communicatively speaking,students with hearing impairment are at a distinct dis-advantage without the use of advanced technologywhen placed in classrooms of individuals with nor-mal hearing. One of the primary systems of commu-nication can not be utilized. For a better understand-ing of hearing loss, this chapter explains the basicanatomy of the ear and the various types and degreesof hearing loss. Most importantly, the impact of a

hearing loss on day-to-day communication is dis-cussed.Figure 1 Schematic of the ear.

motion. The movement of the eardrum causes thethree tiny bones in the middle ear, known as theossicular chain, to move as well.

Schematicof the auditorysystem

Type ofhearingimpairmentterminologyused inTime Out!

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Hearing AnatomyIn the simplest terms, the ear consists of four

major divisions: the outer ear, the middle ear, theinner ear, and the auditory nervous system. Each divi-sion has a speciÞc purpose in the reception, transmis-sion, and processing of sound. Many of these con-cepts are too detailed and would require many morepages than provided in this book. The information inthis chapter will provide the reader with the basicknowledge needed to understand hearing loss andhow it affects communication.

Outer EarThe structures of the outer ear are commonly

referred to as Òthe earÓ because of their visibility onthe outside of the body. The outer ear protects theinner structures of the ear and assists in localizing thedirection of sound. The anatomy of the outer earincludes the pinna (ear lobe), the external auditorymeatus (ear canal), and the tympanic membrane(eardrum). Figure 1 shows a schematic of the ear. Assound travels through the air it is directed into the earcanal by the pinna. When the incoming sound reachesthe end of the ear canal, it sets the eardrum into

I Didn’t HearYou.

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infection in the middle ear. In this case the middle earinfection can be treated but the congenital component

Middle EarThe ossicular chain, or ossicles, is made up of

the malleus, the incus, and the stapes. To some, thesebones are better known as the hammer, the anvil andthe stirrup. These tiny bones along with the associat-ed ligaments and muscles and the surrounding spacecreate the middle ear. The eardrum is connected tothe ossicles on the malleus. Movement of theeardrum causes push-pull movement of the ossicles.Since the three middle ear bones are connected, mov-ing action of the malleus causes motion of the incuswhich makes the stapes move. This push-pull actionof the ossicles causes movement of the cochlear ßuidin the inner ear because the stapes is connected to themembrane that separates the middle ear space fromthe inner ear space.

Inner EarStructures contained in the inner ear include the

vestibular system, the cochlea, and the auditorynerve. The vestibular system is the balance organ anddoes not have any signiÞcant role in the transmissionand processing of sound. The snail-shaped cochlea isthe true hearing organ. As soundwaves travel throughthe ear, movement of the eardrum and the ossiclescauses the ßuid in the cochlea to move. As this ßuidmoves, energy is transferred through the cochlea in apattern that imitates the intensity and frequency ofthe sound. The sound stimulus, after it is mapped inthe cochlea, travels along the auditory nervous sys-tem to the brain as electrical impulses.

Auditory Nervous SystemThe cochlea is innervated by the auditory portion

of the VIII cranial nerve. As it leaves the cochlea, theauditory nerve joins the vestibular portion of the VIIInerve. The VIII nerve travels up through the brain-stem and to the auditory areas within the brain. It iswithin these areas of the brain that the processing andthe identiÞcation of sound occurs.

As you can see, Òthe earÓ does not exclusivelyconsist of the outlying structures that are visible tothe eye. It is a complex system of structures and

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nerve pathways, each with its own purpose and func-tion. Parts of any of these areas can be damagedcausing different types and degrees of hearing loss.

Types of Hearing Loss

Conductive Conductive hearing loss is typically a non-per-

manent impairment that affects the outer or middleear. The effects of conductive impairment can becompared with those of an ear plug. It is, in a sense, ablockage in the transmission of sound by reducing itsintensity. Some causes of conductive hearing lossinclude impacted ear wax, foreign objects in the earcanal, ear infections (otitis media), or a break in theossicular chain in the middle ear. Most conductivehearing losses can be treated by a medical doctor.

SensorineuralA lesion can occur in the inner ear (sensory) or

on the VIII nerve (neural) resulting in a sensorineuralhearing loss. This type of hearing loss is permanentand irreversible. In a true sensorineural impairment,the outer and middle ears are not affected, therefore,sound is transferred through these areas normally. Itis when sound reaches the inner ear that the hearingloss begins. Damage to the structures involved in asensorineural hearing loss can occur by exposure tovery loud sounds, congenital abnormalities, tumors,and infectious diseases. People with sensorineurallosses work with audiologists who provide hearingaids and assistive devices/strategies that help individ-uals function with the permanent hearing loss. Eightypercent of individuals who have hearing loss, havethis type of medically non-treatable hearing loss.

MixedA hearing loss can occur that has both a conduc-

tive component and a sensorineural component. Apermanent hearing impairment in the inner ear is pre-sent in conjunction with some blockage in the trans-mission of sound in the outer or middle ear. A goodexample of a mixed hearing loss is a child who has acongenital sensorineural hearing loss and also has an

is permanent.

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Degrees of Hearing LossHearing loss can be present in a variety of

degrees and conÞgurations. It is very rare to Þndsomeone who doesnÕt hear at all. The degree of hear-ing loss refers to how loud sound has to be at a par-ticular frequency for a person to hear it. The conÞgu-ration refers to the shape on the audiogram. Very fewpeople have the same amount of hearing loss at everyfrequency. It is much more common to have a slopinghearing loss where you may hear better in the lowfrequencies and worse in the high frequencies.Although we often hear news reporters refer to a per-centage of hearing loss (ÒHe has been 75% deaf since

birth), this information is actually meaningless if you

Threshold of Pain

Audiogram with frequency anAdapted from: The American Academy of Audiolog

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a graph of hearing ability to understand the impact ofa hearing loss if they just know a little bit about themeasurement of hearing.

We have used the term Òhearing-impairedÓ todescribe people in this book. The description Òhear-ing-impairedÓ includes all individuals who have aloss of hearing sensitivity no matter how mild orsevere and regardless of the functional impact on theperson. You also will notice that phrases such as Òthestudent with hearing impairmentÓ are used. This isÒperson ÞrstÓ language and as a parent, coach,teacher, and therapist you should use this language,too. You are working with a young person who hap-pens to have a hearing impairment. The hearing

are trying to Þgure out the impact on communication.You need to see a graph of hearing ability to start todetermine the degree of hearing loss. Anyone can use

impairment does not deÞne the person.

Figure 2 Graph of the frequency and intensitylevel of everyday sounds.

Hea

ring

Loss

in d

B (r

e: A

NSI

196

9)

Frequency in Hertz

d intensity specific sounds.y with permission.

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profound loss is 91 dB and higher. Many individualswith profound hearing loss will not beneÞt from hear-ing aid use for the purpose of hearing conversational

Measuring Basic HearingAbility

Audiologists are the professionals who measurehearing. The audiologist plots hearing ability on agraph called an audiogram. The horizontal axis(going across) shows the different frequencies that weneed to hear in order to understand speech. The verti-cal axis (going up and down) shows the differentintensity levels that a human can hear. Figure 2 is apicture of an audiogram. Zero decibels (dB) repre-sents very quiet sound. A person with completely nor-mal hearing can just barely hear a sound at 0 dB. Avery loud sound is represented by 120 dB. A personwith normal hearing would not enjoy listening tosound this loud.

In Figure 2, all of the speech sounds in theEnglish language have been placed on the graph toshow what frequency they are at and how loud theyare in normal conversational speech. If you shouted asound it would still be near the same frequency but itwould be at a larger decibel number on the graph.Just to make sure you understand the graph, Þnd thesound ÒfÓ. You can tell by the graph that ÒfÓ has afrequency of approximately 4000 Hz and it is 20 dBloud when spoken in normal conversational speech.

When an audiologist measures hearing, he/shemarks the audiogram at each frequency where theperson can just barely hear the sound (threshold). Soyou get a mark for each ear at each frequency (Xs forthe left ear, 0s for the right ear). If you look at Figure4, youÕll see an audiogram with a personÕs thresholds.Find the threshold at 4000 Hz (it is 50 dB). Since youknow from Figure 2 that the ÒfÓ sound is only 20 dBloud, you know that this person canÕt hear Òf.Ó If youhave the audiogram results of a student athlete, youcan transfer them on to Figure 2 to get a better senseof what can and canÕt be heard. Draw the XÕs and 0Õsand connect all of the symbols with a line. Anythingabove (toward the top of the page) your line cannotbe heard, anything below (toward the bottom of thepage) can be heard under quiet conditions. If the stu-dent athlete wears hearing aids, youÕll want to knowwhat he/she can and canÕt hear with the hearing aidson, so mark Figure 2 with the audiogram that wasmeasured with the student using the hearing aids.

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These audiometric results can be obtained with per-mission (from parents and student) from the audiologist.

Normal HearingNormal hearing falls within the -10 to 15 dB HL

range on the audiogram for children. Figure 3 showsan audiogram revealing normal hearing. All the XÕsand 0Õs are better than 15 dB.

Mild Hearing LossOn the audiogram, a mild hearing loss is

between 26 to 40 dB HL. Soft sounds such as whis-pers are typically not heard with this degree of hear-ing loss and normal conversational speech (typically50-55 dB HL) may sound soft. Children with mildhearing losses will beneÞt from the use of hearingaids in order to learn about the world around themthrough sound.

Moderate Hearing LossA moderate hearing loss, 41—70 dB HL on the

audiogram, falls in the range where most of thesounds in the English language are. With this degreeof hearing loss, conversational speech is virtually, ifnot completely, inaudible unless the individual uses ahearing aid. In addition, many environmental sounds,such as trafÞc noises, telephones, and sirens, soundquieter with a moderate hearing loss. Figure 4 showsa moderate hearing loss that is worse in the higherfrequencies.

Severe Hearing LossSevere hearing losses provide the person with lit-

tle hearing. Ranging from 71 to 90 dB HL, severeimpairments eliminate hearing of conversationalspeech and many environmental sounds. People withsevere hearing losses often beneÞt from the use ofhearing aids.

Profound Hearing LossAn individual with a profound hearing loss is

typically described as ÒdeafÓ. On the audiogram, a

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speech. Some individuals may use hearing aids tohear loud, environmental sounds. Some individualswith profound hearing loss may have receivedcochlear implants. This is a device that is implantedinto the head. A signal processor is worn on the bodyand transmits electrical pulses to the internal device.The internal device stimulates the nerve of hearing.The individual no longer hears sound like a personwith normal hearing or a person with a hearing aid,but instead hears a coded signal. Many individualsbecome very good at understanding speech usingcochlear implants. Cochlear implants can be coupledto assistive listening devices just as hearing aids canbe. Some individuals with profound hearing impair-ment will use sign language as their primary mode of

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Figure 3 Graph of normal hearing.

.125 kHz .250 .500 .750 1 1.5 2 3 4 6 8-10

0

10

20

30

40

50

60

70

80

90

100

110

dB HL

ZA ZA ZA ZA ZA ZAZa Za Za Za Za Za

communication and will not rely on sound at all.

Impact on CommunicationThe impact that hearing loss has on an individual

is variable and can not be predicted easily. Othervariables such as the cause of the hearing impairmentand developmental, psychological, and psychosocialissues inßuence how the individual will functioncommunicatively. As you may have discovered fromthe previous section, the degree of hearing loss has atremendous impact on how speech is perceived bythese individuals. If someone has a moderate tosevere hearing impairment, a large portion of speechis mufßed or inaudible without the use of a hearingaid.

Coaching strategies can be built around the stu-

dentÕs available hearing. For instance, if you draw the
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studentÕs audiogram and Þnd that he/she can hear at30 dB at 250 Hz and 500 Hz and cannot hear until50-70 dB from 1000 Hz to 8000 Hz, you may be ableto use words with the sounds Òm, d, b, n, lÓ (seeFigure 2) during a game. For instance, if players usethe word ÒmineÓ to indicate that they will get theball, this athlete should be able to hear that signal.

Coaches and parents often feel like a studentwith hearing impairment hears them when he/sheÒwantsÓ to. What seems like selective hearing can beexplained by the different degrees of hearing loss atdifferent frequencies and the impact of noise. As you

110

use different words (with different frequencies inthem) the student may hear one statement and not

another. Sometimes a student may hear some soundbut not the whole word and therefore may not knowthat the question was directed to him/her. It is essen-tial to get the attention of a person with hearingimpairment before starting to speak. Think about aperson with the hearing loss depicted in Figure 4 anduse Figure 2 to help you understand what he/she canand canÕt hear. If the studentÕs name is ÒBob,Ó he willhear his name when the coach says it. If during prac-tice the coach says ÒBob, fake.Ó Bob will most likelyturn around because he heard his name, but it isunlikely that he will have understood the instruction

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.125 kHz .250 .500 .750 1 1.5 2 3 4 6 8-10

0

10

20

30

40

50

60

70

80

90

100

dB HL

ZA ZAzE

ZAzEZAzE

ZAzEZA

Za Za

ZaZa

ZaZa

Figure 4 Graph of moderate hearing loss.

to Òfake.Ó Understanding what can and canÕt be heardcan save everyone a lot of frustration.

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Although it takes a lot of noise to interfere withthe hearing of individuals with normal hearing, a lit-tle noise may cover up what little hearing a personwith hearing impairment had available to him/her.Always try to coach and teach away from noise. YoucanÕt get away from noise in a game atmosphere soyou have to use other strategies. Useful strategies arediscussed in Chapter 3 and in individual sport chap-ters.

The effects of hearing impairment on a personare highly individualistic, taking many factors intoconsideration. As a parent or coach of an individualwith a hearing impairment, you must consider theneeds of that child separately from all others whohave hearing losses and Þnd the appropriate measures

to ensure that they are understanding and communi-cating effectively.

Chapter 3

Assistive Devicesand Communication

StrategiesThis chapter serves as a general overview of all

of the technology that will be mentioned in the sportsspeciÞc chapters. Read these sections so you will befamiliar with the various solutions. By becomingfamiliar with these options, you may Þnd that youcan apply a solution in your sport that we didn’t eventhink of and that may not be included in the speciÞcsport chapter. Also, don’t be limited by these solu-tions, technology is changing all the time. If you havea communication problem and none of these solu-tions seem to Þt the bill, sit down and write downexactly what you would like to be able to do (notbeing limited by the solutions you know are avail-able) and indicate what is interfering with your goal.Take this ideal scenario and limitations to an audiolo-gist and chances are he/she can come up with a solu-tion using a combination of modiÞed technology andcommunication strategies. Creating solutions is theexciting part of being an audiologist, make sure yougive him/her the chance to assist you.

In addition, your state’s project under theTechnology-Related Assistance for Individuals withDisabilities Act Amendments of 1994 (the Tech Act)will have comprehensive listings of assistive devices,what they do, and how to obtain them. See Table 1for a complete listing of Tech Act projects by state.

Hearing AidsMost people with mild-to-severe hearing loss

will beneÞt from a hearing aid. Although there aremany types of hearing aids and special types of pro-cessing circuitry available, most hearing aids providethe same general types of circuitry. Figure 5 is aschematic of the parts of a basic hearing aid. Soundgoes into the hearing aid through the microphone, theuser can make sound louder or quieter using the vol-

ume control, the ampliÞer ampliÞes different frequen-cies depending on how the hearing aid has been Þt to
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WYOMING 307-777-7485 (V/TDD)

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Table 1Tech Act Projects by States.

ALABAMA 205-281-2276 (TDD)205-288-0248 (V)

AM SAMOA 684-633-1805 (V)684-233-7874 (TDD)

ARIZONA 602-324-3170 (V)602-324-3177 (TDD)

ARKANSAS 800-828-2799 (V)501-666-8868 (V/TDD)

CALIFORNIA 916-324-3062 (V)916-324-7386 (TDD)

COLORADO 303-420-2942 (V/TDD)

CONNECTICUT 203-298-2018 (TDD)203-298-2042 (V)

DELAWARE 302-651-6794 (TDD)302-651-6790 (V)

D.C. 202-726-3996 (TDD)202-877-1932 (V)

FLORIDA 904-487-3278 (V/TDD)

GEORGIA 404-657-3085 (TDD)404-657-3084 (V)

GUAM 671-734-9309

HAWAII 808-532-7110 (V/TDD)

IDAHO 800-432-8324 (TDD)208-885-3559 (V)

ILLONOIS 800-852-5110 (V/TDD)217-522-7985 (V/TDD)

INDIANA 800-545-7763 (V/TDD)

IOWA 800-348-7193319-353-6386 (V)

KANSAS 316-421-8367 (V)316-421-0954 (TDD)

KENTUCKY 800-648-6056 (TDD)800-648-6057 (V)

LOUSIANA 502-573-4665 (V/TDD)

MAINE 207-621-3195 (V/TDD)

MARYLAND 410-333-4975 (V/TDD)

MASSACHUSETTS 617-735-7820 (V)617-735-7301 (TDD)

MICHIGAN 517-373-9233 (V)517-373-4035 (TDD)

MINNESOTA 612-297-1554 (V)612-296-9962 (TDD)

MISSISSIPPI 601-987-4872 (V/TDD)

MISSOURI 800-647-8558 (TDD)816-373-5193 (V)

MONTANA 406-243-5676 (V/TDD)

NEBRASKA 402-471-0734 (V/TDD)

NEVADA 702-687-3388 (TDD)702-687-4452 (V)

NEW HAMPSHIRE 603-224-0630 (V/TDD)

NEW JERSEY 609-292-7498 (V)800-382-7765 (TDD)

NEW MEXICO 505-827-3532 (V/TDD)

NEW YORK 518-473-4231 (TDD)518-474-2825 (V)

NORTH CAROLINA 919-850-2787 (V/TDD)

NORTH DAKOTA 701-265-4807 (V/TDD)

OHIO 614-292-2426 (V/TDD)800-784-3425

OKLAHOMA 800-316-4119405-427-3312(TDD)

OREGON 503-399-4950 (V/TDD)

PENNSYLVANA 215-204-1356 (V/TDD)

PUERTO RICO 800-496-6035 (mainland)800-981-6033 (PR)

RHODE ISLAND 401-421-7005800-752-8038 x 2608401-421-7016 (TDD)

SOUTH CAROLINA 803-822-5404 (V/TDD)

SOUTH DAKOTA 605-394-1876 (V/TDD)800-645-0673 (V/TDD)

TENNESSEE 615-532-6612 (TDD)615-532-6530 (V)

TEXAS 512-471-1844 (TDD)512-471-7621 (V)

UTAH 801-797-1982

VIRGINIA 804-662-9990 (V/TDD)

WASHINGTON 206-438-8051 (V)206-438-8644 (TDD)

WEST VIRGINIA 304-293-4692 (TDD)304-766-4698 (V)

WISCONSIN 608-267-6720 (V)608-266-9599 (TDD)

307-777-6947 (V)

Page 15: Timeout 1

the individual, and the receiver turns the signal backinto sound and puts it into the earmold in order forthe sound to go into the ear. The tone control andmaximum output control are dials that the audiologistmay change in order to Þne-tune the Þt of the hearingaid. These types of controls may be changed manual-ly using a tiny screwdriver or by using a computer toprogram the changes. All hearing aids are made tolimit the intensity of sound after a certain point inorder to make sure that sound could never damagethe individual’s remaining hearing. All hearing aidsand assistive devices need some sort of battery.

The general goal of any hearing aid is to makesound audible to the person with hearing impairment.Therefore, hearing aids are Þt individually in order toonly amplify the right amount at each frequencybased on the individual’s hearing loss. Because thehearing aids are Þt for the individual, it is always bestfor the student to wear his/her personal hearing aids.As we will see in later sections, other assistivedevices can be used to assist in hearing. It is alwaysbest to connect these other devices to the personalhearing aids to ensure that sound is being ampliÞedproperly.

Figure 5 Schematic of a hearing aid.

Page 15

Hearing Aid StylesHearing aids come in three basic styles: in-the-

canal, in-the-ear, and behind-the-ear. The in-the-canalhearing aid is inserted deeply into the ear and maynot even be seen when looking at the person straighton. These hearing aids are best for mild to moderatehearing losses that are fairly ßat on the audiogram.In-the-ear hearing aids Þt all within the ear (see

Figure 6). The edge of the hearing aid can be seen atthe edge of the outer ear. These hearing aids can beused with mild-to-severe hearing losses of any con-Þguration. Behind-the-ear hearing aids actually sitbehind the ear (see Figure 7). They are connected to aplastic earmold that sits all in the ear. These hearingaids can be used with mild-to-profound hearing loss-es of any conÞguration.

Figure 6 This shows an Òin-the-ear hearing aid.Ó

Page 16: Timeout 1

Figure 7 This show a BTE (behind-the-ear) hear-

Page 16

If these simple solutions do not work, the hear-

ing aid. The earmold is shown on the left of theillustration.

Students will usually be Þt with behind-the-earhearing aids because their ears are still growing. Ifone were to use an in-the-ear hearing aid with agrowing student, a new hearing aid casing might beneeded every six months because the hearing aidwouldn’t Þt in the ear any more. This becomes a fair-ly expensive proposition. With a behind-the-ear hear-ing aid, the only part that has to be changed when thechild grows is the earmold that will only cost about$25.00. Behind-the-ear hearing aids also are made tobe compatible with many different assistive devicesthat can be very important to the student scholar andathlete.

Humans are meant to hear with two ears. If a stu-dent has hearing impairment in both ears, then he/sheshould have hearing aids for both ears if possible.Hearing with both ears helps enormously in hearingin noise and localizing (identifying where sound iscoming from). Both of these abilities are essential inmany athletic activities.

Ideally, the audiologist who evaluates the stu-dent’s hearing and dispenses hearing aids will ask thestudent about all aspects of his/her life (school,sports, other activities, home, hobbies, etc.) beforeselecting a hearing aid. Answers to the various ques-

tions will help the audiologist know what type ofhearing aid and what extra accessories should be

ordered. An assistive device needs evaluation isincluded in this book so you will know what kinds ofquestions need to be asked in order to select the righthearing aids. Again, ideally assistive devices andhearing aids should be selected at the same time tomake sure all of the student’s communication difÞcul-ties are addressed.

Table 2

Trouble Shooting SimpleProblems with Hearing AidsHearing aid is not making any sound.¥ Insert a new battery.¥ Check if the battery is inserted correctly (the + onthe battery should match the + on the battery com-partment).¥ Check that any wrapping is removed from the bat-tery.¥ Check that the hearing aid is on M (microphone).¥ Check that the volume control wheel is turned up.

Hearing aid sound is weak.¥ Check if the sound channel of the earmold or ITEshell is blocked. Carefully remove any debris.

Acoustic feedback (whistling)¥ Any cracks in the shell of the hearing aid or the ear-mold will cause whistling.¥ Make sure clothing is not touching the hearing aid.¥ Poor Þt of the earmold or ITE shell in the ear willcause whistling.¥ Excessive wax in the ear canal can cause feedback.Wax should be removed by a qualiÞed professional.

Intermittent functioning¥ Corroded battery contacts. Clean the contacts with alcohol.¥ Defective battery. Replace the battery.¥ Dirty volume control. Rotate the volume controlwheel 50 times to clean away dirt.

Hearing aid sounds "noisy"¥ Dirt in battery contacts. Clean the contacts withalcohol.

ing aid should be returned for repair.

Page 17: Timeout 1

Hearing aids are actually pretty sturdy and cantake some bouncing around. There are a few thingsthat should be avoided: don’t put hearing aids directlyunder water and don’t drop hearing aids onto hardsurfaces.

Batteries. Students should always carry extrabatteries for their hearing aids and any other assistivedevices. For young students, the coach or teachermay want to assume this responsibility. The mostcommon cause of a hearing aid not working is thebattery being dead.

Whistling. Another common problem is feed-back; the whistling that you sometimes hear comingfrom a hearing aid. Feedback is caused when soundthat has gone into the microphone and been ampli-Þed, leaks out of the ear due to a crack in the earmoldor hearing aid or a loose Þtting earmold and goesback into the microphone and is re-ampliÞed. If theearmold or hearing aid is cracked, it needs to berepaired by a professional. If the earmold no longerÞts in the ear properly (the child has grown) a newearmold needs to be made by a professional. Manytimes, however, feedback is caused because the ear-mold has been knocked loose and it simply needs tobe re-inserted.

If clothing, helmets, or any other hard surfacecome too close to the hearing aid you also will hearfeedback. Since no earmold completely seals the ear,when you bring the hearing aid too close to a solidobject, the sound that does leak around the earmold isin a sense pushed back to the microphone and re-ampliÞed. The hearing aid microphone needs someopen space around it. The hearing aid is not helpingthe student when it is squealing. This is a problemwhenever students try to wear helmets or hoods withtheir personal hearing aids in their ears. A variety ofsolutions for this problem will be described in thechapters for sports requiring helmets.

Moisture. Hearing aids also are adversly impact-ed by lots of moisture (humidity in closed swimmingpools, sweat, etc.). If a student will be wearinghis/her hearing aid poolside or during athletic activi-ties, he/she should obtain a "Dry-Aid" kit from theaudiologist. The hearing aids are placed in this kiteach night (while the student is sleeping) and the kitin essence de-humidiÞes the hearing aid circuitry.These kits are inexpensive and may add years on to

the life of a hearing aid.

Page 17

There are a few hearing aids on the market thatclaim to be waterproof. These will be more resistantto condensation but cannot actually be submerged inwater. Any BTE wearer can use SuperSeals“ to keepoccasional moisture out of the hearing aid. These aretight plastic covers that slip over the whole BTE. Theuser can no longer manipulate the volume controlwheel when the SuperSealsTM are in place.

Bouncing. Athletes wearing BTEs may Þnd thatthe aids bounce around during practice and gametime. Currently, two solutions are available.HuggieAids“ consist of a clear plastic loop that goesall the way around the outer ear. There are two bandsattached to this loop that slip over the BTE case,holding it in place. If the student would rather nothave something going over his/her ear, double backedadhesive pads can be used to stick the back of theBTE to the skin directly behind the ear. These peelright off when the student is Þnished with the activi-ty. An audiologist can provide either of these prod-ucts through specialty catalogs.

Hearing Aid CircuitryNew circuitry is coming on the market every few

months. This includes self-adjusting volume controls,multiple-memory hearing aids, digital signal process-ing, improved output limitng for loud sounds, etc.Some of this circuitry may relate directly to specialchallenges faced by student athletes. For instance,many sports are loud because of the actual action andcrowd noise. Students need hearing aids that limit theoutput of their hearing aids without causing unpleas-ant distortion. Currently, this would mean getting ahearing aid or assistive device with compression out-put limiting rather than peak clipping.

A multiple-memory hearing aid allows the userto push a button on a remote control or on the hearingaid to select different hearing aid responses for differ-ent listening conditions. If a baseball player will bewearing a custom helmet that has only one ear ßap,he/she will want to turn off the hearing aid under theßap to avoid feedback. Rather than doing this manu-ally, he/she could push a small remote control andhave this happen automatically. When he/she is donewearing the helmet, the remote control is pushedagain and the hearing aid comes back on at the prede-termined volume control setting. Of course, the stu-

dent has to keep track of the remote control.
Page 18: Timeout 1

Hearing aids can come with a remote control thatallows the student to switch from a microphone thatpicks up sound all around them (omnidirectional) to amicrophone that picks up only the sound in front ofthem (directional). This can be very valuable whengoing from listening to the coach in a timeout vs.hearing all of the court action during the game with-out needing to use extra equipment or wires.

We have not attempted to describe all of the spe-cial hearing aid circuitry that could be used in eachsport because it is highly dependent on the student,Þnancial resources, and it is changing all of the time.If the needs assessment is conducted properly by aqualiÞed audiologist, special circuitry options shouldbe obvious. As a parent, ask the audiologist to recom-mend possible advanced circuitry that might meetyour child’s communication needs so it can be includ-ed when it’s time to replace his/her current hearingaids.

Cochlear ImplantsA cochlear implant is a device designed to pro-

vide sound information for people who have a pro-found sensorineural hearing loss in both ears andshow no signiÞcant beneÞt from hearing aids. Thedevice is surgically implanted in the person’s skulland has up to twenty-two electrodes that stimulate thenerve of hearing when coded electrical signals arereceived. A microphone worn like a behind-the-earhearing aid picks up sound and sends it to the soundprocessor (a small pack worn on the belt or in a pock-et). After amplifying, Þltering, and digitizing thesound into a coded signal, the sound processor sendsthe signal to the transmitting coil, which send thecodes across the skin to the receiver/stimulator. Partof the implanted device is magnetic, which createsthe link between the transmitting coil and theimplanted device.

More and more children are receiving cochlearimplants if they receive no beneÞt from hearing aids.All of the assistive devices described in this chapterand/or recommended in the sports speciÞc chapterscan be coupled to cochlear implants. The onlyrequirement is having the right cord to plug into theprocessor. The cords that couple assistive devices tocochlear implants are obtained from the cochlearimplant manufacturer. The manufacturer will have toknow exactly what assistive device is being used in

Page 18

order to provide the right cord.

The cochlear implant user always has a cord run-ning from ear level to the processor. If a contact sportwould make it dangerous to have wires or the proces-sor pack, the student will be unable to hear when thedevice is unattached. Make sure other strategies arein place. If this individual uses sign language, the useof an interpreter during these circumstances would beappropriate. Unlike individuals with less hearing loss,the cochlear implant user can’t couple assistivedevices to his/her ears with earphones for quick com-munication with the coach.

Assistive DevicesAccording to the Technology-related Assistance

for Individuals with Disabilities Act of 1988 (TechAct), an assistive technology device is "any item,piece of equipment, or product system, whetheracquired commerically off the shelf, modiÞed, or cus-tomized, that is used to increase, maintain, orimprove the functional capabilities of individualswith disabilities." Assistive technology services aredeÞned in the Act as "any services that directly assistan individual with a disability in the selection, acqui-sition, or use of an assistive technology device" (P.L.100-407, Sec. 3, 1988).

The most basic deÞnition of an assistive devicefor individuals with hearing loss would be anydevice, with the exception of a hearing aid, that isused for the purposes of alerting, improving the envi-ronment for communication, and/or amplifyingsound. An example of an "alerting" device would bea smoke detector with a visible (i.e., strobe light)and/or audible signal for those individuals who areunable to hear traditional smoke detectors. An exam-ple of an "improving the communication environ-ment" device would include any device that serves toenhance the speech signal while reducing unwantedbackground noise and/or carries the signal over along distance. Finally, an example of a device thatserves to "amplify" a speech signal would include anampliÞer specially made for use on the telephone.

Assistive devices can be further deÞned by thecommunication situations they are meant for, the typeof signal used, how the signal is transmitted, and howthe individual with hearing impairment is coupled, or"hooked up" to the device. The most commonlyreferred to communication situations include tele-phone use, media (television, radio, etc.), one-to-one

communication, group situations, and large room (or
Page 19: Timeout 1

small group, and large group communication section.

Þeld) environments. Traditional hearing aids do notalways provide enough beneÞt when a sound is faraway or when there is a lot of background noise.Therefore, assistive devices are sometimes used tosupplement, or take the place of, a hearing aid.

The assistive device can reproduce the signal,whether it be speech, music, a Þre alarm, etc., in sev-eral different ways. These include an audible signal, avisible signal, or a tactile signal (touch). The way thesignal is transmitted to the individual also varies andcan include an FM (radio) signal, infrared (light) sig-nal, electrical (through a wire), and an electromagnet-ic signal (an induction loop). These methods of trans-mission will be discussed in detail later.

Finally, there are several methods of coupling adevice to an individual with hearing impairment.These include earphones and a telecoil direct audioinput, or built-in FM receiver using a hearing aid.Again, don’t worry if some of these options soundunfamiliar; each will be discussed in detail.

Alerting DevicesAs mentioned earlier, this type of device serves

to alert the individual to sounds in the environment.Alerting devices are used to alert an individual toemergency situations (i.e., smoke detector, burglaralarm) or other, non-emergency situations including atelephone ring, doorbell, baby cry, dependent, alarmclock, starting whistle, etc.

An example of how an alerting device can beincorporated into an athletic event is in the chapter ontrack and Þeld. The starting device can provide anaudible and/or visual signal. With this method of sig-naling, the individual does not need to wear a specialreceiver. If an athlete with hearing impairment won’tbe wearing hearing aids during an event, it should bedetermined prior to the event that he/she can hear anyaudible signal without hearing aids.

A third method for receiving the signal would bethrough the use of tactile stimulation provided by aspecial wristband that vibrates. See the section onarchery for a practical use of this method. Individualpreference and degree of hearing loss play the majorroles in deciding which method is best. Almost everytype of signaling device available can provide thedesired choice of stimulation.

How the alerting signal is transmitted also varies.For auditory and visual signals, the sound or light is

simply transmitted through the air for all to see

Page 19

and/or hear. For a tactile signal, a transmitter must beplaced near the signal of interest (e.g., a starting gun).The sound causes the transmitter to send a radio fre-quency signal to the vibrator receiver (e.g., the wrist-band worn by the athlete) and the instrument vibrates.There are advantages and disadvantage to eachmethod and, as mentioned before, individual prefer-ence plays a big role. The combinations of possiblesounds to monitor, transmission method, and cou-pling strategies are endless. Solutions for alerting sit-uations are discussed individually for each sport.

TelephoneHearing over the telephone can be difÞcult for an

individual with a hearing loss. The amount of difÞ-culty will depend on the degree and conÞguration ofthe hearing loss, the clarity of the signal, the amountof background noise, and the voice quality of theother party. It is impossible to listen on the telephonewhile wearing some hearing aids due to feedback.Feedback is a high pitched whistling sound emittedby the hearing aid when an object, such as a hand ortelephone receiver, is placed too close to the hearingaid’s microphone. When a hearing aid is feedingback, it is useless to the user and the feedback isoften annoying and even uncomfortably loud.

Some hearing aids have special "circuitry" thatallows individuals to listen on the telephone withoutfeedback. This option is called a telecoil, and is avail-able on most BTE and ITE hearing aids. The individ-ual uses a switch on the hearing aid to turn on thetelecoil and turn off the regular microphone. Whenthe telecoil is on, the individual will only hear thesignal from the telephone; no background environ-mental sounds will be picked up. The telecoil picksup an electromagnetic signal from the telephone andwill not feedback. How this happens is not important.The important thing to remember is that a telecoil isan option available on many hearing aids and helpssome individuals communicate effectively on thetelephone. The telecoil also can be used to pick upsignals from devices described in the one-to-one,

Page 20: Timeout 1

in the U.S.

Table 3

Statewide Relay Phone Numbers

ALABAMA AT&T (must be billed)800-548-2546 (TDD)an Alabama exchange800-548-2547 (V)

ALASKA GCI & Relay Alaska800-770-8255 (V)800-770-8973 (TDD)

ARIZONA MCI/VCD800-842-4681(V)800-367-8939 (TDD)

ARKANSAS MCI800-285-1121 (V)800-285-1131 (TDD)

CALIFORNIA* SPRINT800-735-2922 (V)800-735-2929 (TDD)

COLORADO* SPRINT800-659-3656 (V)800-659-2626 (TDD)800-659-4656 (COMP)

CONNECTICUT* SPRINT800-842-9710 (TDD)800-833-8134 (V)

DELAWARE AT&T

Figure 8 Portable telephone ampliÞerOther options are available to be used by individ-

uals whose hearing aids do not have a telecoil or whodo not receive enough beneÞt from a telecoil alone.Some are small, portable ampliÞers that are strappedonto the handset (Figure 8). Other devices are perma-nent and built into the telephone. These include tele-phones with a volume control (most public tele-phones are of this nature), special handsets with avolume control, and ampliÞers that are located on thetelephone cord. All of these devices can be usedalone or in conjunction with a hearing aid.

Even with the use of a telecoil and/or specialtelephone device, some individuals with severe hear-ing losses will be unable to effectively hear on thetelephone. For these instances, a third option, a texttelephone (TT or TDD), is available that provides thesignal visually. This device looks like a small, electrictypewriter on which the telephone handset is placed.

When both parties are using a TT, communica-tion occurs by typing messages back and forth.Whatever message is typed on one machine travelsthrough the telephone wires and is visually displayedon the other party’s screen. In many instances, how-ever, the individual with hearing loss will wish to communicate with an individual with normal hearingand vice versa. Often, only the individual with hear-ing impairment will have a TT. In these cases, a relayservice is used. When using this service, a relay oper-ator reads the text message sent by the individualwith hearing loss to the other party. The operator thentypes any verbal message from the other party for theTT user. The operator serves to verbally present thetext message to the hearing party and visually present

Page 20

the verbal message to the party with hearing impair-ment.

A relatively new service available, voice carryover (VCO) is similar. Instead of typing his or hermessages, the TT user verbally delivers his/her mes-sage which is heard by the other party. The messagefrom the hearing party, however, is still typed andsent to the TT user. This option facilitates a morerapid exchange of information. In addition, a relaycommunication protocol exists that is easily learnedand also helps to speed up the process without confu-sion. If a coach or teammate wants to communicatewith the athlete with hearing impairment using therelay service, he or she should become familiar withthis protocol. This can be accomplished by having theindividual with hearing impairment give a quick "les-son" on the protocol or by asking the relay operatorto give you instructions before placing the call. Table3 provides the relay telephone numbers for each state

800-232-5460 (TDD)800-232-5470 (V)

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Page 21

D.C. AT&T202-855-1234 (TDD)202-855-1000 (V)

FLORIDA MCI800-955-8771 (TDD)800-955-8770 (V)

GEORGIA AT&T800-255-0056 (TDD)800-255-0135 (V)

HAWAII GTE Hawaiian Telephone808-643-8833 (TDD)711 (TDD) 511 (VOICE)808-546-2565 (V)

IDAHO HAMILTON TELEPHONE800-377-3529 (TDD)800-377-1363 (V)

ILLONOIS AT&T800-526-0844 (TDD)800-526-0857 (V)

INDIANA* SPRINT800-743-3333 (V/TDD)

IOWA* SPRINT800-735-2942 (TDD)800-735-2943 (V)

KANSAS SOUTHWESTERN BELL800-766-3777 (V/TDD)

KENTUCKY AT&T800-648-6056 (TDD)800-648-6057 (V)

LOUSIANA MCI800-846-5277 (TDD)800-947-5277 (V)

MAINE AT&T800-437-7220 (TDD)800-457-1220 (V)1-955-DEAF (TDD)1-955-DPRS (V)

MARYLAND* SPRINT800-735-2258 (V/TDD)

MASSACHUSETTS N.ENG. TELEPHONE.800-439-2370 (V/TDD)

MICHIGAN MICHIGAN BELL800-649-3777 (V/TDD)

MINNESOTA D.E.A.F., INC.800-627-3529 (V/TDD)Minneapolis/St.Paul612-297-5353

MISSISSIPPI SOUTH CENTRAL BELL800-582-2233 (V/TDD)

MISSOURI* SPRINT800-735-2966 (TDD)800-735-2466 (V)

MONTANA AT&T800-253-4091 (TDD)800-253-4093 (V)

NEBRASKA HAMILTON TELEPHONE800-833-7352 (TDD)800-253-0920 (V)

NEVADA* SPRINT800-326-6868 (TDD)800-326-6888 (V)

NEW HAMPSHIRE* SPRINT800-735-2964 (V/TDD)

NEW JERSEY AT&T800-852-7899 (TDD)800-852-7897 (V)

NEW MEXICO* SPRINT/NM Relay Network800-659-8331 (TDD)800-659-1779 (V)Albuquerque505-275-7333 (TDD)505-275-2444 (V)

NEW YORK AT&T800-662-1220 (TDD)800-421-1220 (V)

NORTH CAROLINA* SPRINT800-735-2962 (TDD)800-735-8262 (V)

NORTH DAKOTA* SPRINT800-366-6888 (TDD)800-366-6889 (V)

OHIO OHIO BELL800-750-0750 (V/TDD)

OKLAHOMA* SPRINT800-522-8506 (V/T) So800-722-0353 (V/T) No

OREGON* SPRINT800-735-2900 (V/TDD)

PENNSYLVANA AT&T800-654-5984 9TDD)800-654-5988 (V)

PUERTO RICO 800-240-2050 (TDD)800-260-2050 (V)

RHODE ISLAND* SPRINT800-745-5555 (V/TDD)

SOUTH CAROLINA* SPRINT800-735-2905 (V/TDD)

SOUTH DAKOTA* SPRINT

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800-877-1113 (V/TDD)Sioux Falls605-339-6464

TENNESSEE AT&T800-848-6298 (TDD)800-848-0299 (V)

TEXAS* SPRINT800-735-2989 (TDD)800-735-2988 (V)800-735-2991 (COMP)

UTAH UTAH ASSN. FOR THE DEAF800-346-4128 (V/TDD)Salt Lake801-298-9484 (TDD)Ogden801-546-2982 (TDD)Logan801-752-9596 (TDD)Provo-Orem801-374-2504 (TDD)

VERMONT AT&T (must be billed800-253-0191 (TDD)to a Vermont exchange)800-253-0195 (V)

VIRGIN ISLANDS 800-440-8477 (TDD)800-809-8477 (V)

VIRGINIA AT&T (must be billed800-828-1120 (TDD)to a Virginia exchange)800-828-1140 (V)

WASHINGTON DEPT OF SOCIAL &800-833-6388 (V/TDD)HEALTH SERVICES800-833-6384 (V)Seattle800-833-6385 (B)206-587-5500 (V/TDD)

WEST VIRGINIA AT&T (must be billed 800-982-8771 (TDD)a West Virginia exchange)800-982-8772 (V)

WISCONSIN MCI800-947-3529 9V/TDD)

WYOMING SPRINT800-877-9965 (TDD)800-877-9975 (V)

NATIONWIDE LONG DISTANCE RELAY SERVICES

SPRINT* 800-877-9873 (V/TDD)

FEDERAL INFORMATION RELAY SERVICE*800-877-8839 (V/TDD)202-708-9800 (V/TDD)

Page 22

Telephone use may be important to notify stu-dent athletes of changes in practice or game sched-ules. If the coach is speaking directly with the stu-dents with normal hearing on the telephone, everyeffort should be made to communicate directly withthe athlete with hearing impairment as opposed tohaving Mom or Dad relay the message. The studentathlete also may need to use the telephone at practiceor at a game in order to notify his/her parents of somesort of change in schedule or transportation.

One-to-one, small group, andlarge group communication

The one-to-one, small group, and large groupcommunication solutions are discussed togetherbecause the same assistive devices can be used ineach situation. In all of these situations, three prob-lems interfere with communication: noise, reverbera-tion, and distance. Noise is any sound that you don’twant to hear that is blocking out the sound you dowant to hear (i.e., the coach). This could be crowdscheering, other people talking, air conditioning noise,etc. Reverberation is what we often call the echo in aroom. Rooms with hard surfaces (like gyms) have alot of reverberation. The sound keeps bouncing offthe walls and interferes with what we are trying tohear. The farther away a sound is, the harder it is tohear. This is because the sound gets softer as it trav-els, but the noise is all around us so it stays just asloud. Although noise, reverberation, and distance canmake listening difÞcult for everybody, they can makelistening impossible for an individual with hearingimpairment.

Assistive listening devices are meant to over-come all three of these problems. They do this byplacing a microphone right near the sound you wantto hear (e.g., the coach’s mouth) and then transmittingthe sound to a receiver on the person with hearingimpairment. Finally, the signal goes from the receiverinto the person’s ear. This listening situation is similarto having the speaker talk into the individual’s earfrom a distance of several inches; a situation that isideal from a listening perspective, but is certainly notvery convenient.

When choosing an assistive device, you have tounderstand the environment it will be used in, any

speciÞc rules to the sport that might not allow such adevice during play, and the individual characteristics
Page 23: Timeout 1

of the athlete’s hearing aid. You then choose thetransmission type (how the signal gets from the trans-mitter to the receiver) and the coupling method (howthe signal gets from the receiver into the individual’sear). Any transmission choice can be paired with anycoupling choice, one does not dictate the other. Thesechoices are based on the environment and the indi-vidual’s hearing aid. In each sport speciÞc chapter wehave recommended particular technologies based onthe sport. Below we brießy describe all of the choicesso you will be acquainted with the various options.

Transmission TypeThere are four primary transmission types that

are currently available. FM transmission is just like aradio. It is an invisible signal that can travel over 100yards to the receiver. It goes right through things andpeople. Unfortunately, in very busy areas, the FMreceiver may pick up other, unwanted FM transmis-sions. Many FM systems come with a channel tunerso if you experience interference you can select a dif-ferent channel to transmit and receive from (youshould get this feature if possible). Infrared transmis-sion is just like radio transmission except that it trav-els on light waves. The signal is stopped by objectsand people getting between the transmitter and thereceiver. The infrared transmitter won’t work outsidein the sunlight. A room loop is a loop of special wirethat is put all the way around the listening area(room) and attached to the microphone. The wire pro-duces an electromagnetic signal (this can’t be heardthrough a human ear). A hearing-impaired individ-ual’s hearing aid can pick up this electromagnetic sig-

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nal if the hearing aid has a telecoil switch. Loopsonly work in medium sized rooms and are not easilyportable. Hardwired transmission is just what itsounds like. The microphone is attached by wire tothe personÕs receiver. Although this is an inexpensiveoption, the speaker and listener are physically con-nected so mobility is a problem.

Table 4 describes general features of interest(i.e., portability, interference, etc.) as a function oftransmission type. This chart should help you elimi-nate some of the choices. For instance if you knowthat you want to use the device outside, you canimmediately eliminate infrared transmission.

Once a transmission type is selected, you have todecide how to get the transmitted signal to the ear.Table 5 describes the transmission options and cou-pling options. As you can see, any coupling optioncan be used with any transmission option. The linesindicate where the components of the system areactually attached by wire. In many athletic activities,you would like to have as few attachments as possi-ble. In training situations and classroom teaching,mobility may not be as important. There are fourbasic coupling strategies. Earphones can be attachedto the receiver box and placed over the ears. To usethis option, the individual must take out his/her hear-ing aid and use the volume control on the receiverbox. This is not the best solution for a hearing aidwearing individual. If the behind-the-ear hearing aidhas a direct audio input attachment, a wire can runfrom the receiver and plug into the bottom of thehearing aid. Now the signal goes through the hearingaid circuitry and the volume control on the hearingaid can be used. If the in-the-ear or behind-the-ear

Table 4 Features as a function of tranmission typeX means that the statement applies to that transmission method

Hard Wired F M Infrared Room LoopCovers large distances X XUser is not restricted in terms of movement X X XObstacles do not interfere with transmission X X XRelatively Inexpensive X XGood Sound Quality X X X XSignal Cannot be picked up by other listeners in the same room XSignal Cannot be picked up by other listeners in other rooms X X XRequires Batteries X X X XRequires an electrical outlet X XEasily portable/no set-up required X XCan be used in sunlight (outdoors) X X XReceiver may pick up unwanted sounds from surrounding area X X

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Table 5 Assistive device transmission and coupling optionsAssistive device transmission and coupling options. The <--> lines indicate that there is a wire connect-

ing components.

Pick up Transmission Receiver Coupling Hearing Aidmicrophone <--> box <--> FM signal box <--> wire to earphones nonemicrophone <--> box <--> FM signal box <--> wire to BTE <-----------> plug into BTEmicrophone <--> box <--> FM signal box <--> neckloop wire BTE or ITE set to telecoilmicrophone <--> box <--> FM signal none none BTE set to FMmicrophone <--> box <--> infrared box <--> wire to earphones nonemicrophone <--> box <--> infrared box <--> wire to BTE <----------> plug into BTEmicrophone <--> box <--> infrared box <--> neckloop wire BTE or ITE set to telecoilmicrophone <--> wire <-->loop around roomnone none BTE or ITE set to telecoilmicrophone <--> wire <-->hard wired <--> box <--> wire to earphones nonemicrophone <--> wire <-->hard wired <--> box <--> wire to BTE <----------> plug into BTEmicrophone <--> wire <-->hard wired <---> box <--> neckloop wire BTE or ITE set to telecoil

hearing aid has a telecoil switch, a loop of wire canbe attached to the receiver (same plug that was usedfor the direct audio input) and worn around the neck.The lever on the hearing aid is switched to telecoiland the hearing aid picks up the electromagnetic sig-nal that is coming from the neck loop wire. Thus,he/she is hearing only what is picked up by thereceiver. Although the hearing aid is not physicallyconnected to the neckloop, the telecoil setting is pick-ing up the electromagnetic leak generated by theneckloop.

Some of the more recent behind-the-ear hearingaids have an FM receiver built right in. This meansthat the microphone and transmitter are placed by thesound source and the student simply switches a leveron the hearing aid to hear what is being transmittedby the transmitter. With these models, one often cansee the small antenna that picks up the transmittedFM signal. The beauty of this arrangement is that thestudent doesn’t have to wear anything extra (i.e., thereceiver box or cords). This frees up the user toengage in physical activity while wearing nothingmore than his/her hearing aids. The behind-the-earsystem offers safety and mobility advantages thatshould be considered for any athlete with hearingloss. Students may want to think about purchasingthis type of hearing aid when they need new ones.Hearing aids are usually replaced every 3-5 years orif hearing changes.

The coupling technique employed will be depen-dent on the amount of hearing loss, individual prefer-ence, and options available on the individual’s hear-ing aid.

Figure 9 Assistive listening device to overcomenoise and distance problems

Figure 9 shows a picture of an assistive listeningdevice. Just to make sure you understand the variousparts, let’s run through how this device could be used.The microphone of the device is placed approximate-ly six inches from the coach’s mouth. This is easy todo using a lapel clip. The microphone is connected tothe transmitter which can be placed in the coach’spocket or clipped onto a belt. The voice is transmittedover radio waves (FM transmission) to the receiverbox which is worn by the listener. In Figure 9, an ear-bud is connected to the receiver. The listener wouldput the earbud in his/her ear to listen to the coach.The receiver has a volume control that the listenercan use to turn up or down the sound. In this way, thehearing-impaired student can hear the coach no mat-ter where he/she is sitting, the noise of the other stu-dents won’t interfere with his/her listening, and thecoach can speak at a comfortable level for all of thenormally-hearing individuals.

The assistive listening devices are most beneÞ-cial when only one person (i.e., the coach) needs to

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be heard. This may be the case during training andsome practices. By placing the microphone near thewanted sound source, you are in essence eliminatingany other sound sources. So if the coach is talkinginto the microphone and then another player asks aquestion, the individual using an assistive listeningdevice will not hear the question. In this situation, theeasiest solution may be for the coach to repeat thequestion which is a good technique to use in largeclassrooms anyway. If there is going to be discussion,the best solution may be to pass the microphonearound. This means that only one person can talk at atime; again a good rule to follow anyway.

Some behind-the-ear hearing aids have settingsthat allow the telecoil, direct audio input, or FM pickup to receive sound directly from the assistive devicemicrophone while still letting sound into the regularhearing aid microphone. The goal is to be hearingthose around you and the coach at the same time. Theproblem is that if it is noisy, the hearing aid will pickup the noise and you will lose the advantage of theassistive device. These dual settings have not workedwell for individuals we have worked with to date.Another option which you can try is having the hear-ing-impaired listener use one hearing aid for theassistive device input (i.e., the coach) and set theother hearing aid on the regular microphone setting topick up the sound from the rest of the room (i.e.,other student comments).

TelevisionThroughout the course of training and practice,

videos are used for two purposes. Game/meet videosoften are reviewed to see what went well and perhapswhat went wrong. Generally, these videos do nothave sound, they are simply visual displays of theevent. The coach provides a running commentarypointing out the important parts of the video. In thesecircumstances, the athlete with hearing loss shoulduse whatever communication method that allowshim/her to understand the coach. This could be hear-ing aids alone, hearing aids coupled to an assistivedevice, or sign language interpreting. Any of thedevices described in the previous section can be usedfor T.V. viewing. Simply place the microphone nearthe T.V. speaker. By using a device, the T.V. volumecan be left at a comfortable volume setting for the

normally-hearing athletes while the athlete with hear-

Page 25

ing loss can turn up the volume on his/her owndevice.

Sport speciÞc techniques and skills training tapesalso are used. These may contain an audio signal thatdescribes what the person is doing. Whenever possi-ble, video tapes with open captioning (the wordsappear right on the screen) should be used. Usingopen captioning does not require the use of any spe-cial devices as the written text is part of the videotapeitself. This differs from the more familiar closed cap-tioning which requires the use of a decoder that iseither built into the television or that is purchasedseparately. If captioning is not available, the studentathlete with hearing loss should use whatever methodworks best to understand the tape (hearing aids alone,hearing aids coupled to an assistive device, sign lan-guage interpreting). If the student with hearing lossdoes not feel he/she was able to get all of the infor-mation from the video tape, two solutions should beconsidered. The coach may want to review the tapewith the student or the student may want to borrowthe tape and watch/listen to it when he/she can con-trol the presentation pace.

Computer Assisted Note-Taking

A lecture or meeting also can be made accessibleto an individual who cannot use an auditory signal byusing computer assisted note-taking. A trained tran-scriber types the spoken message in real time. Thetyped message is projected onto the wall for viewing.This system requires a competent transcriber, a com-puter, and appropriate connections to the overheadprojection.

Sign LanguageIf the student with hearing loss uses sign lan-

guage to send and receive communication, a sign lan-guage interpreter should be provided to interpret attryouts, practice, and games. How much interpretingis necessary should be determined by the student andcoach. Remember, the student with hearing lossshould receive all of the communication that the nor-mally-hearing students receive.

Students who use sign language for communica-

tion will still need some assistive devices when itcomes to alerting signals (for start and stop of a
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game, fouls, etc.). Generally, visual or tactile signalswill be most appropriate.

Communication StrategiesCommunication strategies can be as simple as

getting someone’s attention before talking to them toplotting out an audiogram to determine what soundsare audible and can be used for auditory signals.Table 6 provides a list of simple communicationstrategies that can be used by the coach, teammates,ofÞcials, and the student with hearing loss.

The strategies in Table 6 should be used consis-tently regardless of the student’s sport or degree ofhearing loss. Sport speciÞc communication strategiesare detailed in the individual sport chapters.

SummaryThe use of assistive devices is an important part

of making high school athletics more accessible toathletes with hearing loss. There are a multitude ofrelatively inexpensive devices that can be used foralmost any difÞcult communication situation that canoccur during practice and training. In some sports,assistive listening devices can be integrated, withinthe boundaries of the rules, into the game itself. Thepurpose of this chapter was to familiarize the readerwith the various types of assistive listening devices,not to make an expert out of the reader. An audiolo-gist will need to be consulted to determine whichdevices may be most appropriate and to demonstrateproper hook-up and use. In addition, the athlete withhearing loss may already be using an assistive devicein the classroom. There is a good possibility thisassistive device could be used in the athletic activityas well.

It is the responsibility of the coach, the athletewith hearing loss, and the other team members towork together to identify where communicationbreakdowns are occurring and to identify solutions.The devices themselves are simply tools that are used

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to try to come as close as possible to the ideal situa-tion.

Table 6

Everyday communicationstrategies.1. Encourage the listener to tell you what strate-

gies work best for him or her.2. Speak at a normal rate and loudness.3. Avoid chewing, eating, or covering our mouth

while speaking.4. Use facial expressions and gestures.5. Make sure your face is visible to the listener

before talking. Face the listener directlyand at the same level.

6. Move away from background noise.7. Whenever possible, use visual cues to intro-

duce new topics into the conversation.Avoid sudden changes in topic.

8. Give the listener enough time to comprehendyour message and respond.

9. If a person has difÞculty understanding a par-ticular phrase or word, try to Þnd a differ-ent way of saying the same thing ratherthan repeating the original words over andover.

10. If you are giving speciÞc information (e.g.,time for a practice), ask the listener torepeat the information to verify correctreception and/or write down the speciÞcinformation.

11. Do not let the intensity of your voice drop atthe end of your sentence.

12. During a group presentation, provide a briefoutline of the presentation with any newvocabulary. Make use of visual aids. Becareful not to talk while you are lookingat visual aids (e.g., blackboard) and awayfrom the audience.

13. Restate any questions from the group.14. The listener should concentrate on key words

and overall meaning.

15. Become familiar with the sport you are play-

ing and the terminology used.

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Chapter 4

The Law and theLegal Process

The purpose of this chapter is to help parents*and students know their rights and the steps theyshould take to help their children participate in sport-ing events and extracurricular activities as playersand/or spectators.

This chapter was written in consultation withNancy A. Hubley, Esq. of the Education Law Center-PA, a non-proÞt public interest law Þrm with ofÞcesin Pittsburgh and Philadelphia, Pennsylvania. Parentsin Pennsylvania who are having difÞculty obtainingappropriate services for their child may want to con-tact the Center. The Center provides free writtenmaterials on the rights of students with disabilities toparticipate in public educational programs.

1901 Law and Finance Building429 Fourth AvenuePittsburgh, PA 15219412-391-5225 - 412-391-4496 (FAX)

801 Arch Street Suite 610Philadelphia, PA 19107215-238-6970 - 215-625-9589 (FAX)

If you are not a resident of Pennsylvania, wesuggest you contact the Protection and Advocacyorganization for your state (Table 7) to be referred toan agency knowledgable about special educationrights and procedures in your state.

In addition, the projects funded by the Tech Actare committed to advocating for appropriate assistivetechnology devices and services for all individuals.Consult Table 1 to Þnd the Tech Act project in yourstate.

Table 7Protection and advocacyorganizationsAlabama

Div. of Rehabilitation & Crippled Children Services2129 E. South Blvd. P.O. Box 11586Montgomery, AL 36111205-281-8780

Alabama Disabilities Advocacy ProgramThe University of Alabama P.O. Drawer 870395Tuscaloosa, AL 35487-0395

AlaskaASIST2900 Boniface Parkway, #100Anchorage, AK 99504-3195907-333-2211

Advocacy Service of Alaska615 E. 82nd Avenue, Suite 101Anchorage, AK 99518907-344-1002 - 800-478-1234

American SamoaClient Assistance Program &Protection & AdvocacyP.O. Box 3937Pago Pago, American Samoa 96799Minareta Thompson, Director102288-011-684-633-2418

ArizonaArizona Center for Law in the Public Interest3724 N. 3rd Street, Suite 300Phoenix, AZ 85012602-274-6287

ArkansasAdvocacy Service, Inc.1100 N. University, Suite 201, Evergreen PlaceLittle Rock, AR 72207501-324-9215 - 800-482-1174

CaliforniaClient Assistance Program830 K Street Mall, Room 220Sacramento, CA 95814916-322-5066

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Protection & Advocacy, Inc.100 Howe Ave., Ste. 185NSacramento, CA 95825916-488-9950 - 800-952-5746

ColoradoThe Legal Center455 Sherman Street, Suite 130Denver, CO 80203303-722-0300

ConnecticutOfÞce of P&A for Handicapped and Developmentally Disabled Persons60 Weston StreetHartford, Ct 06120-1551203-297-4300 - 203-566-2102 MI800-842-7303 - (statewide)

DelawareClient Assistance ProgramUnited Cerebral Palsy, Inc.254 Camden-Wyoming AvenueCamden, DE 19934302-698-9336 - 800-640-9336

Disabilities Law Program144 e. Market StreetGeorgetown, DE 19947302-856-0038

District of ColumbiaClient Assistance Program Rehab. Service 605 G Street, NWWashington, DC 20001202-727-0977

Information Protection & AdvocacyCenter for Handicapped Individuals4455 Connecticut Ave., NW Suite B-100Washington, DC 20008202-966-8081

FloridaAdvocacy Center for Persons with Disabilities2671 Executive Center, Circle WestWebster Building, Suite 100Tallahassee, FL 323301-5024904-488-9071800-342-0823 - 800-346-4127 (TDD only)

GeorgiaDivision of Rehabilitation Service2 Peachtree Street, NW, 23rd FloorAtlanta, GA 30303404-657-3009

Georgia Advocacy OfÞce, Inc.1708 Peachtree Street, NW, Suite 505Atlanta, GA 30309404-885-1234 - 800-282-4538

GuamParent Agencies NetworkP.O. Box 23474GMF, Guam 9692110288-011-671-649-1948

The Advocacy OfÞceMicronesia Mall, OfÞce AWest Marine DriveDededo, Guam 9691210288-011-671-632-7233 or 671-632-7264

HawaiiProtection & Advocacy Agency1580 Makaloa Street, Suite 1060Honolulu, HI 96814808-949-2922

IdahoCo-Ad, Inc.4477 Emerald, Suite B100Boise, ID 83706208-336-5353

IllinoisIllinois Client Assistance Program100 N. First Street, 1st Floor WSpringÞeld, IL 62702217-782-5374

Protection & Advocacy, Inc.11 E. Adams, Suite 1200Chicago, IL 60603312-314-0022

IndianaIndiana Advocacy Services850 North Meridian, Suite 2-CIndianapolis, IN 46204317-232-1150 - 800-622-4845

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IowaClient Assistance ProgramLucas State OfÞce Bldg.Des Moines, IA 50310515-281-3957

Iowa P&A Service, Inc.3015 Merle Hay Road, Suite 6Des Moines, IA 50310Mervin L. Roth, Director515-278-2502

KansasClient Assistance ProgramBiddle Building, 2nd Floor2700 West 6th StreetTopeka, KS 66606913-296-1491

Kansas Advocacy & Protection Service513 Anderson AvenueManhattan, KS 66502913-776-1541 - 800-432-8276

KentuckyClient Assistance ProgramCapitol Plaza TowerFrankfort, KY 40601502-564-8035 - 800-633-6283

OfÞce for Public AdvocacyDivision for Protection & Advocacy100 Fair Oaks Lane, 3rd FloorFrankford, KY 40601502-564-2967 - 800-372-2988

LouisianaAdvocacy Center for the Elderly and Disabled210 OÕKeefe, Suite 700New Orleans, LA 70112504-522-2337 - 800-662-7705

MaineCARES, Inc.4-C Winter StreetAugusta, ME 04330207-622-7055

Maine Advocacy Services32 Winthrop StreetP.O. Box 2007Augusta, ME 04338207-626-2774 - 800-452-1948

MarylandClient Assistance ProgramMaryland State Dept. of Education300 W. Preston Street, Suite 205Baltimore, MD 21202410-333-7248

Maryland Disability Law Center2510 St. Paul StreetBaltimore, MD 21218410-235-4700 - 800-233-7201

MassachusettsMA OfÞce on DisabilityClient Assistance ProgramOne Ashburton Place, Room 303Boston, MA 02108617-727-7440

Disability Law Center, Inc.11 Beacon Street, Suite 925Boston, MA 02108617-723-8455

Center for Public Representation22 Green StreetNorthampton, MA 01060413-584-1644

MichiganClient assistance ProgramDepartment of Rehabilitation ServiceP.O. Box 30008Lansing, MI 48909517-373-8193

Commission for the Blind201 North Washington SquareBox 30015Lansing, MI 48909517-373-6425

Michigan P&A Service106 W. Allegan, Suite 210Lansing, MI 48933517-487-1755

MinnesotaMinnesota Disability Law Center430 First Avenue N. Suite 300Minneapolis, MN 55401-1780612-332-1441

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MississippiClient Assistance ProgramEaster Seal Society3226 N. State StreetJackson, MS 39216601-982-7051

Mississippi P&A system for DD, Inc.5330 Executive Place, Suite AJackson, MS 39206601-981-8207

MissouriMissouri P&A Services925 S. Country Club Drive, Unit B-1Jefferson City, MO 65109314-893-3333

MontanaMontana Advocacy Program316 N. Park, Room 211P.O. Box 1680Helena, MT 59623406-44-3889 - 800-245-4743

Native AmericanDNA PeopleÕs Legal Services, Inc.P.O. Box 306Window Rock, AZ 86515602-871-4151

NebraskaClient Assistance ProgramDiv. of Rehabilitation ServicesNebraska Dept. of Education301 Centennial Mall SouthLincoln, NE 68508402-471-3656

Nebraska Advocacy Services, Inc.522 Lincoln Center Building215 Centennial Mall SouthLincoln, NE 68508402-474-3183

NevadaClient Assistant Program1755 East Plumb Lane, #128Reno, NV 89502702-688-1440 - 800-633-9879

OfÞce of Protection & Advocacy , Inc.Financial Plaza1135 Terminal Way, Suite 105Reno, NV 89502702-688-1233 - 800-922-5715

New HampshireClient Assistance ProgramGovernorÕs Commission for the Hndcp.57 Regional DriveConcord, NH 03301-9686603-271-2773

Disabilities Rights CenterP.O. box 1918 Low AvenueConcord, NH 03302-0019603-228-0432

New JerseyClient assistance ProgramNJ Department of the Public AdvocateDiv. of Advocacy for the Developmentally DisabledHughes Justice Complex, CN 850Trenton, NJ 08625609-292-9742800-792-8600

NJ Dept. of Public AdvocateDivision of Mental Health AdvocacyHughes Justice Complex, CN 850Trenton, NJ 08625609-292-1750

New MexicoProtection & Advocacy System, Inc.1720 Louisiana Blvd., NE, Suite 204Albuquerque, NM 87110505-256-3100 - 800-432-4682

New YorkCom. on Quality Care for the Mentally Disabled99 Washington Avenue, Suite 1002Albany, NY 12210518-473-7378 - 518-473-4057

North CarolinaClient Assistance ProgramNorth Carolina Div. of Vocational Rehab ServicesP.O. Box 26053Raleigh, NC 27611919-733-3364

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GovernorÕs Advocacy for Persons with Disabilities1318 Dale Street, Suite 100Raleigh, NC 27605919-733-9250 - 800-821-6922

North DakotaClient Assistance Program400 E. Broadway, Suite 303Bismarck, ND 58501-4038701-224-3970

Protection & Advocacy Project400 E. Broadway, Suite 515Bismarck, ND 58501701-224-2972 - 800-472-2670800-642-6694

N. Mariana IslandsKaridatP.O. Box 745Saipan, CM 96950670-234-6981

OhioClient Assistance ProgramGovernorÕs OfÞce of Advocacy for People with

Disabilities30 E. Broad Street, Suite 1201Columbus, OH 43215614-466-9956

Ohio Legal Rights Service8 East Long Street, 6th FloorColumbus, OH 43215Carolyn Knight, Director614-466-7264 - 800-282-9181

OklahomaClient Assistance ProgramOklahoma OfÞce of Hndcp. Concerns4300 N. Lincoln Blvd., Suite 200Oklahoma City, OK 73105405-521-3756

Oklahoma Disability Law Center, Inc.4150 S. 100 east avenue210 Cherokee Bldg., Tulsa, OK 74146-3661918-664-5883

OregonOregon Disabilities commission1257 Ferry Street S.E.Salem, OR 97310503-378-3142

Oregon Advocacy Center625 Board of Trade Building310 Southwest 4th Avenue, Suite 625Portland, OR 97204-2309503-243-2081

PennsylvaniaClient Assistance Program (SEPLS)1650 Arch Street, Suite 2310Philadelphia, PA 19103215-557-7112

Client Assistance program211 N. WhitÞeld Street, Suite 215Pittsburgh, PA 15206412-363-7223

Pennsylvania P&A, Inc.116 Pine StreetHarrisburg, PA 17101Kevin Casey, Exec. Dir.717-236-8110 - 800-692-7443

Puerto RicoPlanning Research and Special Proj. Ombudsmanfor the DisabledP.O. Box 5163Hato Rey, PR 00918-5163809-766-2388 - 809-766-2333

Rhode IslandRhode Island P&A System, Inc. (RIPAS)151 Broadway, 3rd FloorProvidence, RI 02903401-831-3150

South CarolinaOfÞce of the Governor Division of Ombudsman & Citizen ServicesP.O. Box 11369Columbia, SC 29211

South Carolina P&A System for the Handicapped3710 Landmark Drive, Suite 208Columbia, SC 29204803-782-0639 - 800-742-8108

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South DakotaSouth Dakota Advocacy Services221 South Central AvenuePierre, SD 57501605-224-8294 - 800-742-8108

TennesseeTennessee Protection & Advocacy, Inc.P.O. Box 121257Nashville, TN 37212615-298-1080 - 800-342-1660

TexasAdvocacy, Inc.7800 Shoal Creek Blvd., Suite 171-EAustin, TX 78757512-454-4816 - 800-252-9108

UtahLegal Center for People with Disabilities455 East 400 South, Suite 201Salt Lake City, UT 84111801-363-1347 - 800-662-9080

VermontClient Assistance ProgramLadd Hall103 South Main StreetWaterbury, VT 05676802-241-2641800-622-4555

Vermont DD Law Project12 North Street Burlington, VT 05401802-863-2881

Citizen Advocacy, Inc.Chase Mill1 Mill StreetBurlington, VT 05401802-655-0329

Vermont Advocacy Network, Inc.65 South Main StreetWaterbury, Vt 05676802-244-7868

VirginiaDepartment for Rights of Virginians with DisabilitiesJames Monroe Building101 North 14th Street, 17th FloorRichmond, VA 23219804-225-2042 - 800-552-3962

Virgin IslandsVirgin Islands Advocacy Agency7A Whim Street, Suite 2Frederiksted, VI 00840809-772-1200 - 809-776-4303809-772-4641 TDD

WashingtonClient Assistance ProgramP.O. Box 22510Seattle, WA 98122206-721-4049 - 206-721-4575

Washington Protection & Advocacy System1401 E. Jefferson street, Suite 506Seattle, WA 98122206-324-1521

West VirginiaWest Virginia Advocates, Inc.1524 Kanawha Blvd., EastCharleston, WV 25311304-346-0847 - 800-950-5250

WisconsinGovernorÕs Commission for People with Disabilities1 W. Wilson Street, Room 558P.O. Box 7852Madison, WI 53707-7852

Wisconsin Coalition for Advocacy16 N. Carroll Street, Suite 400Madison, WI 53703608-267-0214

WyomingWyoming Protection & Advocacy System2624 Pioneer Avenue, Suite 101Cheyenne, WY 82001307-638-7668 - 307-632-3496800-821-3091 - 800-624-7648

NAPASNational Association of Protection & Advocacy900 2nd Street, N.E., Suite 211Washington, DC 20002202-408-9514 - 202-408-9521 (TDD)202-408-9520 (FAX)

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Page 33

Legal BackgroundThree federal laws guarantee access to students

with hearing challenges, their parents, and individualswho work with them. Each law will be addressed inthe following section as it pertains to athletic andextracurricular activities. In essence, each of the lawssay that students with hearing impairment shouldhave access to whatever all of the other students haveaccess to - nothing more, nothing less. For instance,if there is a soccer team for students at the school, thestudent with hearing impairment should have theright to try out for that team. If needing to receiveinstructions during tryouts is essential for a success-ful tryout, then the student with hearing impairmentis entitled to whatever is needed for him/her toreceive the instructions. The use of assistive devicesand communication strategies are meant to create aÒlevel playing ÞeldÓ for these students.

Children with disabilities are entitled to all of thesubstantive and procedural rights and protections of afederal law known as the Individuals with DisabilitiesEducation Act (IDEA). The IDEA entitles all childrenwith disabilities to a Òfree appropriate public educa-tion.Ó This law and its implementing regulations setforth procedures for the identiÞcation, evaluation, anddevelopment of programs for children with disabili-ties and the process by which their parents may chal-lenge educational recommendations. The right to afree appropriate public education includes the right toan equal opportunity to participate in non-academicand extracurricular activities. Non-academic andextracurricular activities include, among other things,athletics, recreational activities, special interestgroups, clubs, and transportation.

Another federal law known as Section 504 of theRehabilitation Act of 1973 further protects studentswith disabilities from discrimination on the basis oftheir disability. Pursuant to this law, a school cannotexclude a student or deny a student participation inany non-academic or extracurricular activity on thebasis of his/her disability. This law and its regulationsspeciÞcally state that schools must provide aids, ser-vices, and reasonable accommodations to ensure thatstudents with disabilities participate with studentswithout disabilities in non-academic and extracurricu-lar activities Òto the maximum extent appropriate tothe needs of the student with the disability.Ó

A relatively new federal law called theAmericans with Disabilities Act (ADA) provides fur-

ther protection to students with disabilities and theirparents. Although the IDEA is the principal law thatdictates the special educational services that a childwill receive from a school system, the ADA providesadditional protection, especially in the context ofarchitectural accessibility, extracurricular activities,and services for parents, personnel, and other adults.

Title II of the ADA speciÞcally addresses theobligations of a school board or other public entity toremove communication barriers for individuals withhearing impairment:

a) a public entity shall take appropriate steps toensure that communications with applicants, partici-pants, and members of the public with disabilities areas effective as communication with others, and

b) a public entity shall furnish appropriate auxil-iary aids and services where necessary to afford anindividual with a disability an equal opportunity toparticipate in, and enjoy the beneÞts of, a service,program, or activity conducted by a public entity (28C.F.R. 35.160).

An auxiliary aid or service is deÞned as qualiÞedinterpreters, note takers, transcription services, writ-ten materials, telephone handset ampliÞers, assistivelistening devices, assistive listening systems, tele-phones compatible with hearing aids, closed captiondecoders, open and closed captioning, telecommuni-cation devices for the deaf (TT), video text displays,or other effective methods of making aurally deliv-ered materials available to individuals with hearingimpairments, and other similar services and actions(28 C.F.R. 35.104). A school agency may not assessany additional charge for the provision of an auxiliaryaid or service as required by the ADA (28 C.F.R.35.130(F)).

ÒEffective communicationÓ is an importantaspect of compliance since every child is unique. Anappropriate auxiliary aid depends on the communica-tion situation and the needs of the individual with ahearing loss. When there is a disagreement over whatis the appropriate auxiliary aid, the ADA requires thatthe school give Òprimary consideration to the requestsof the individual with disabilitiesÓ (28 C.F.R.35.160(b)(2)). The public entity must conform withthe individualÕs request unless it can prove that analternative form of auxiliary aid will ensure effectivecommunication or that the accommodation wouldcause an undue Þnancial burden (28 C.F.R. 35-164).Considering the relative inexpense of assistive

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devices for individuals with hearing impairment andthe cost-effectiveness of using the same devices inmultiple academic/extracurricular environments, it isunlikely that an assistive device purchase wouldcause an undue burden.

It is important to note that in certain circum-stances other state and federal laws effect childrenwith disabilities. Also, the laws are continuallychanging. It is important to obtain accurate and up-to-date information whenever making recommendationsor decisions regarding a particular child.

How students receive specialservices

The corner stone of any services that the studentrequires whether in the classroom or on the playingÞeld is the Individual Education Plan (IEP). This planis created by a team of professionals from the stu-dentÕs school after a student is either identiÞed by theschool as having special needs (they must have theparentÕs permission for evaluation) or after this evalu-ation is requested by the parents (in writing to theprincipal). This team of individuals tries to identifyall of the modiÞcations and accommodations thatmight be necessary for the student to fully participatein school. Generally, a school is prohibited fromtreating a student with a disability differently from astudent without a disability, unless such treatment isexpressly outlined in the studentÕs individual educa-tion plan.

If a parent and/or student knows that the studentwill be trying out for or participating in extracurricu-lar activities, the parent should indicate this in writingto the evaluation team and encourage them to includerecommendations for communication access andtransportation (to home after school and/or to events)in the plan. The plan should include accessibility fortryouts, practice, competition, and spectating. Theseare activities that the evaluation team may not con-sider unless the parent notiÞes them.

When the plan is ready to review, a meeting isheld with school personnel and the parents. The par-ents receive a copy of the plan at least 10 days beforethe meeting. Parents are allowed to discuss anythingrelated to the childÕs needs in the school programduring the meeting. It is best to create a list of itemsthat should be discussed before attending the meet-ing. These conferences must be held at least once per

year for each child with special challenges but mustbe held any time the parent or district believes one isnecessary. If the parent is satisÞed with the entireplan at the end of the conference, he/she shouldapprove the plan in writing.

What to include in the IEPrelative to extracurricularactivities

Identifying Devices and StrategiesUse the chapters on Assistive Devices and

Comunication Strategies, Communication NeedsAssessment, and the chapter describing the speciÞcsport the student is interested in to outline recommen-dations for the IEP. The evaluation should include anindividual knowledgeable about assistive technologyand communication strategies (usually an educationalaudiologist), the student, the parent, and the coach.All types of technological and nontechnological solu-tions should be considered.

The ÒpersonalÓ hearing aid is often the cornerstone to the communication solution. Assistivedevices may be coupled to it and communicationstrategies are used to enhance it. On November 19,1993, the OfÞce of Special Education Programs(OSEP) issued a new policy letter that clariÞed theright to a wider range of assistive technology deviceswhen included in the childÕs individualized educationplan (IEP). Historically, hearing aids have been con-sidered ÒpersonalÓ and were not covered under theIEP. The new policy letter recognizes the expandeddeÞnition of assistive technology that was added asan amendment to the Individual with DisabilitiesEducation Act in 1990 (P.L. 101-476). The new deÞn-ition is identical to the deÞnition of assistive technol-ogy Þrst enacted into federal law with the TechnologyRelated Assistance Act in 1988. The deÞnitionincludes Òany item, piece of equipment, or productsystem that is used to increase, maintain, or improvethe functional capabilities of children with disabili-ties.Ó The new policy makes it clear that a hearing aidcould be a covered device under this deÞnition. Theletter reafÞrms a childÕs right to assistive technologyservices and devices when it is determined throughthe IEP process to be needed for: a) special education,

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b) a related service, or, c) to enable a child to be educated in the least restric-tive environment.

Transportation NeedsMany children with hearing impairments are

transported out of their home districts to districts thathave an existing program for the student with hearingloss. This causes a problem pertaining to a childÕsinvolvement in extracurricular activities.

All students may be eligible but not necessarilyÒentitledÓ to transportation to and from extracurricu-lar activities and sports. Children with disabilitieswill only be entitled to such transportation when italso is provided to non-disabled students or when it isneeded to access the program or because of the stu-dentÕs disability. The responsibility and cost of pro-viding this transportation falls upon the home district.Transportation requests for any extracurricular activi-ties must be clearly stated in the IEP. The IEP shouldprovide recommendations for the type of transporta-tion required (school bus, van, car, tokens for publictransportation), any aids or special equipment inorder to get to the transportation or to use the trans-portation, and the speciÞc extracurricular activities.Remember to deÞne needs for daily transportation toand from practice as well as any transportation relat-ed to travel because of the extracurricular activities.

DeÞning Athletic EligibilityAthletic eligibility (ability to play for a particular

school) is obvious for the student with hearingimpairment who is educated within his/her home dis-trict. This student would play for the school he/sheattends each day.

For the student with hearing impairment who istransported to an existing program in another schooldistrict (different from what would be considered theÒhomeÓ school district), athletic eligibility has to bedeÞned. Not only is this essential in terms of wherethe student will participate, but it also is essential indescribing what transportation will be necessary.

The actual school district has to petition the gov-erning athletic district for the studentÕs eligibility. Theparent/student can start this process by contacting theprincipal or superintendent in the school districtwhere the student would like to participate (either thehome school district or the school district where

he/she actually goes to school). Generally, the studentcan participate in either (but not both) depending onwhere he/she feels most comfortable.

A couple of scenarios might provide some spe-cial circumstances. General guidelines are providedbelow. Keep in mind, the Þnal decision will be madeby the governing athletic district.Scenario #1

The student wishes to participate in soccer andvolleyball. Both sports are offered in the home dis-trict. Only soccer is offered in the district where thestudent actually goes to school. In this instance, thestudent will most likely be granted eligibility in thedistrict where he/she can do both sports.Scenario #2

The student wishes to participate in soccer andvolleyball. Volleyball but not soccer is offered in oneschool district, and soccer not volleyball is offered inthe other. The student might or might not be grantedeligibility in each district for each sport depending onthe view of the governing athletic district. This typeof dual eligibility is really providing the student withmore opportunity than any other student would havein either district.

It is worth deÞning eligibility as quickly as pos-sible so there will be no delay in the studentÕs partici-pation. It would be unfortunate to miss a season wait-ing for paperwork to make it through proper chan-nels.

Obtaining DevicesEach state has different methods of obtaining

devices through the schools for use by students. Thefollowing is a description of the process inPennsylvania as of September 1995. The special edu-cation director in any school should be able to pro-vide this information to interested parents. Keep inmind that these systems change all of the time so youneed to keep updated. Also, parents are not responsi-ble for either obtaining or paying for the devices. TheparentÕs most important role is being an advocate forhis/her child in the IEP process. Once the IEP is Þnal-ized it is the responsibility of the school to obtain therecommended devices and/or services included in theplan. Assistive technology is simply another servicethat must be free and appropriate and incorporatedinto the studentÕs individual education plan. It is theschoolÕs responsibility to provide the devices in atimely manner. Parents should not accept excuses

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about delays in service based on the complexity ofobtaining and/or paying for the devices within anyparticular state.

As of July 1, 1993, the Department of Education,Bureau of Special Education reorganized thePennsylvania statewide programs responsible fordirect service of students in local programs. Thisreorganization provided a programmatic emphasis oncombining all assistive technology services to stu-dents under one program called the PennsylvaniaTechnology Program or Penn Tech. Penn Tech con-solidated services provided by PA AssistiveTechnology Center (PATC), Technical Assistance forSensory Impaired Programs (TASIP), the Deaf-BlindProject, and the Speech Retraining Initiative.

For students with hearing challenges, the goal ofPenn Tech is to provide assistive devices thatimprove the studentsÕ ability to comprehend and par-ticipate in activities. The application process haschanged since January 1994. Penn Tech provides ser-vices on an as needed basis. Therefore, Penn Techwill provide technical assistance, training and equip-ment for trial periods to assess studentÕs needs forassistive technology. Although Penn Tech providesfree assistance, it is the school district or theIntermediate Unit, in the case of preschool studentsthat has the legal responsibility to provide the appro-priate devices and services.

The trial loan period is used to determine if theappropriate device or service is being provided at thatpoint in the childÕs academic career. When the appro-priate device is determined, Penn Tech provides thedevice through a long term loan program. The districtis required to permit the student to take the devicehome and into the community if it is needed to assistthe student in beneÞtting from his/her educationalprogram (e.g., homework, Þeld trips, casual learningneeded to enhance learning in school, etc.). Thedevice must be returned if the child moves out of thestate of Pennsylvania. It must be returned at the timeof the childÕs graduation from high school.

The Department of Education also allows PennTech to participate with the ACCESS MA (medicalassistance) program. Through ACCESS, Penn Tech isable to bill for an assistive device under medicalassistance for each medical-assistance eligible stu-dent. Therefore, the equipment purchased for a stu-dent becomes the property of the student and can beused for educational, home, community, and work sit-

uations. A device covered in this manner goes withthe student once he/she leaves the district and/orgraduates. During the studentÕs school career, allrepairs and adjustments are covered by Penn Tech (1-800-360-7282).

Due Process: Rights andProcedures

Hopefully, the material described above will aidin creating complete, successful IEPÕs. If the parent isnot satisÞed with the individual education plan that isdeveloped (does not feel that it meets the studentÕsneeds in the least restrictive way), the followingcourse of action may help the parents pursue solu-tions for their child.

You may consider observing your childÕs classand talking with the teacher. Based on this informa-tion, create a list of speciÞc changes that you wouldlike to see in the IEP. Request (in writing) that theschool system do a re-evaluation of your childÕsneeds. If no change is forthcoming, you may wish topursue an independent evaluation. An independentevaluation should be conducted by a qualiÞed indi-vidual. For instance, if your concern is your childÕsability to communicate during athletic activities, youwant to work with an audiologist who specializes inassistive technology and functional communicationassessment. It is best to have speciÞc questions forthe independent evaluator to answer (e.g., whataccommodations are necessary for my child to playsoccer?). The Independent Evaluator should be ableto consult with the school district, coaches, activitydirectors, etc.

After the independent evaluation is completed,request a meeting with school personnel to Þnd out ifthey are willing to make changes based on the inde-pendent evaluation. The IEP team members arerequired to consider the results of the independentevaluation in making any Þnal decisions.

The parent can request an independent evaluationat public expense by writing to the school district andexpressing why he/she feels the evaluation is neces-sary. Assuming the district believes that their plan isadequate, they most likely will not pay for this inde-pendent evaluation. If this process ultimately resultsin a Due Process Hearing, a hearing ofÞcer willdetermine if the school district must reimburse theparent for the independent evaluation.

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If you continue to be dissatisÞed, there are fourformal actions that you can take (you can do any orall of them).

MediationA mediation session is a meeting with a trained

ÒmediatorÓ. By deÞnition, the mediator is impartial toeither side. Both sides must voluntarily agree to par-ticipate in mediation. The mediator will work to helpthe parents and the school district come to an agree-ment concerning changes in the childÕs program orextracurricular activities. There is no charge for medi-ation services and a parent will not have to agree toany recommendation. Agreements reached at themediation session should be incorporated into theIEP. If the mediation session works out well for theparent and the school is in agreement, the parent maywant to stop here.

Prehearing ConferenceIf the parent is not satisÞed with the mediation

session or does not want to pursue a mediation ses-sion, the parent may want to request a Òprehearingconference.Ó The parent must send the principal a let-ter requesting the prehearing conference. There is nomediator or hearing ofÞcer present at a prehearingconference, but parents are permitted (and should beencouraged) to bring independent evaluators, supportpersonnel, and private therapists who may help theIEP team understand the studentÕs needs. This meet-ing is to review the parentÕs concerns and to attemptto come to an agreement prior to the parent request-ing a Òdue process hearing.Ó Any agreements reachedat the prehearing conference should be included intothe IEP.

Due Process HearingIf no agreement regarding the childÕs services is

reached in the prehearing conference, the parent maywant to request a Òdue process hearing.Ó This is alegal procedure that can take some time. Although theprocess is not immediate, there are mandated timeframes within which hearings must be held and deci-sions made, as well as appeals taken. The due processhearing is conducted by a hearing ofÞcer who willdecide whether your childÕs program and recommen-dations should be changed, and if so, how.

Administrative ComplaintParents can Þle what are called ÒadministrativeÓ

complaints with the Division of Compliance withinthe Department of Education within the state.Complaints also can be forwarded to the federalOfÞce of Civil Rights. These may be important legalavenues if the parent is not satisÞed with the outcomeof the IEP. These are especially appropriate avenuesif districts fail to comply with time lines and otherprocedural issues involved in providing services or ifthe district is not properly implementing the agreedupon IEP.

Private SchoolsChildren placed in private schools by their par-

ents also have rights to special education services anddue process rights, but the extent of these rights is notentirely clear. This area of law is changing rapidlywith new Court decisions and the implementation ofthe ADA. The studentÕs legal rights vary dependingon the nature of the private school (religious orother).

Parents and GuardiansThe Americans with Disabilities Act also

addresses the issue of parental rights. TheDepartment of JusticeÕs analysis of the ADAaddressed the obligation of school systems to provideaccessibility to parents with disabilities, regardless ofwhether the children of these parents have disabili-ties. Section 504 of the Rehabilitation Act (applies topublic schools) and the ADA (different titles for dif-ferent types of private schools) cover programs opento the public such as graduation ceremonies, parent-teacher organization meetings, plays, sporting events,adult education classes, etc. Public schools must pro-vide appropriate auxiliary aids and services to parentsand guardians with disabilities to these programs,activities, and services whenever necessary to ensureeffective communication (as long as the provision ofthe auxiliary aids does not result in an undue burdenor a fundamental alteration of the program).

It is important to note that the ADA is based onself-identiÞcation. In other words, the parent who isin need of special services or auxiliary aids mustmake it known to the school, well in advance of theactivity, exactly what is needed. The school cannot be

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expected to have a variety of assistive technologyavailable at any given time. The ADA does requirethat any written information distributed about upcom-ing events by the school include a section that indi-cates who to contact to request special servicesand/or auxiliary aids.

SummaryThe best time to include appropriate devices and

accommodations as well as requirements for trans-portation for athletic activities is before the IEP isÞnalized. If an IEP is already being followed for yourchild and you want to add recommendations that willallow your child to access extracurricular activities,work with the school to change the IEP. You canwork with the educational audiologist, using thisbook as a guideline to come up with appropriate solu-tions for your child. If you are not able to motivatethe school to make needed changes in the IEP, followthe procedure above to pursue your childÕs needs.

The parent and child may not know which sportthe child will want to try out for at the time of theIEP. One possible solution is to include a more gener-ic description of accommodations or to provide spe-ciÞc solutions for several activities to be implement-ed only if the student ultimately decides to partici-pate. If accommodations for extracurricular activitieswere not included in the initial IEP, the parent canwork to have them added before the next meeting bycontacting the principal. It is not acceptable for theschool to indicate that accommodations will be con-sidered only if a student makes it on to a team. Thestudent very well may need accommodations in orderto try out properly and be able to compete with theother students trying to get spots on the team.

*For purposes of this chapter, the term ÒparentÓrefers to a childÕs parent, legal guardian, surrogateparent, or any person acting as the childÕs parent,such as a grandparent.

Chapter 5

CommunicationNeeds AssessmentWithout the proper devices and communication

strategies it may be impossible for students to partici-pate in and enjoy extracurricular activites. An assis-tive device/strategy needs assessment should be per-formed to assess all aspects of the studentÕs commu-nication needs (academics, extracurricular activities,social activities, etc.). This type of evaluation is per-formed by an educational audiologist with expertisein functional communication assessment and assistivetechnology solutions. Ideally, this evaluation is partof choosing hearing aids, assistive devices, and rec-ommending communication strategies and is done aspart of the preparation for the individual educationplan (IEP) that will dictate services, devices, andtransportation available to the student. If the studentalready has hearing aids, some assistive device choic-es may have to be made with the contraints of thehearing aid features in mind.

Effective CommunicationSimply stated, the Americans with Disabilities

Act (ADA) deÞnes effective communication as theform of communication that best suits the individualin question. Therefore, many factors have to be con-sidered before assistive technology is selected. Thesefactors include degree of hearing loss, educationalsetting, speech and language ability, and communica-tion environment. One solution does not Þt all in thecase of hearing impairment. One child may beneÞtfrom a sign language interpreter, while another wouldgain no beneÞt from this form of communication.

Identifying CommunicationNeeds and MatchingCommunication Solutions toCommunication Challenges

We have included three forms (Table 8, 9, and10) that combine to create a complete communication

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needs assessment and solution identiÞcation forextracurricular activities. The following is a descrip-tion of how to use the materials. Ideally, this evalua-tion should be conducted by an audiologist andshould involve the student, parent, and coach oractivity director.

Fill in the hearing, device, activity, and environ-mental data in Table 8. These data are used to putdescriptors in the boxes in Table 9 and to identifysolutions in Table 10.

Use Table 9 as a guide to interview the coachand the student (if he/she has participated in the par-ticular activity previously) about the type of commu-nication that may take place. In addition, be sure touse the chapter in this book that speciÞcally providesinformation about communication demands and pos-sible solutions for individual sports.

Across the top of the sheet you will Þnd everycomponent of a sport (from try outs to away competi-tions). Going down the sheet you will Þnd each typeof communication situation (talking with the coach,alerting to a signal, etc.). Examine each activity as afunction of communication situation. Use a high-lighter to mark each box that applies to the particularactivity. Some boxes will not apply. Go back to all ofthe highlighted boxes and consider what will impacteffective communication based on the nature of theactivity and the individual student (data from Table8).

Choose one or more of the followingdescriptions to write in each high-lighted box.

no problem: no communication problem

hearing loss: the degree of corrected or uncorrected(if a device cannot be worn in this particular activity)hearing loss will be a problem

distance: the distance from the signal will make communication difÞcult (more so than for playerswith normal hearing)

visibility: the loss of visual cues imposed by theactivity will make communication difÞcult

mobility: the need to move around quickly will make

communication difÞcult

noise: the noise will mask a signal that could have been heard in quiet

Number each highlighted box that contains adescriptor other than Òno problemÓ. In Table 10, Þndthe corresponding numbers from Table 9 along thetop of the page and enter the situation descriptor(e.g., coach-to-player tryouts) on the bold line. Nowidentify a solution (categories down the page) foreach communication difÞculty by checking off theappropriate box (you may want to put comments inthese boxes). The solutions are produced by knowingwhat caused the communication problem (labels fromTable 9), the hearing data, current device data, activi-ty data, and the environmental data. The results ofTable 10 are what should be included in the studentÕsindividual education program (IEP).

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Table 8 Hearing, device, activity and enviironmental dataAttach audiogram with aided and unaided results, if possible.

Device DataRight Hearing Aid

Manufacturer:

Circle the style: BTE ITE Canal Body Aid CROS

Date of Purchase:

Circle all working option Telecoil M/T switch Direct Audio Input Built-in FM receiverLeft Hearing Aid

Manufacturer:

Circle the style: BTE ITE Canal Body Aid CROS

Date of Purchase:

Circle all working option Telecoil M/T switch Direct Audio Input Built-in FM receiver

Assistive Devices Currently Used by the Student in School or at HomeHow is the sound

Situation Device Name delivered to ear? At School At Home

One-to-One:

Television:

Large Group:

Telephone:

Alerting

Telephone:

Alerting

Doorbell/Knock:

Alerting

Smoke Detector:

Other

Activity and Environmental DataCircle all that apply.

Contact: contact sport non-contact sport

Numbers: individual sport team/group activity

Environment: gym classroom stage pool fieldsmall medium large

Size of Environment: 100 square feet 500 sqaure feet > 500 square feet

Barriers: beams trees water other

Power Outlet: available not available

Current PA System: available/compatible available/not compatible not available

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Page 41

Stud

ent’s

Nam

e:W

hat t

ype o

f Com

munic

ation

Tak

es P

lace?

Coac

h’s N

ame:

Activ

ity:

Comm

unica

tion S

ituati

ontry

outs

tryou

tspra

ctice

practi

cepre

-game

pre-ga

meac

tivity

activ

itydu

ring

award

relate

dov

ernigh

tind

oor

outdo

orind

oor

outdo

orind

oor

outdo

orind

oor

outdo

ortel

epho

netra

nspo

rtatio

nce

remon

iesev

ents

stays

coac

h-to-

playe

r

memb

er-to-

memb

er

team/

grou

p ins

tructi

on

refere

e/offi

cial-t

o-pla

yer

TV/V

ideo v

iewing

Gues

t Spe

aker

Alert

ing to

Sign

als

Tabl

e 9

Ide

ntif

ying

com

mun

icat

ion

wit

hin

an a

ctiv

ity

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Table 10 Solutions to previously identified difficult comm

unication situations

12

34

56

78

910

1112

1314

1516

1718

1920

Current H

earing Aids

Different H

earing Aids

ALD

(type of coupling)*

HA

& A

LD (type of coupling)*

Captioning

Writing

Hand Signal

Sign Language

Audiotory A

lerting

Visual A

lerting

Tactile Alerting

Comm

unication Strategies

* Indicate type of coupling: T = telecoil; DA

I = direct audio input; FM = built-in FM

receiverN

ote if this type of system is being used in the student’s academ

ic activities.

StudentÕs Nam

e: ____________

CoachÕs N

ame: ____________

Activity: ____________

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Examples of how the individualdata can impact solutionselection

Hearing DataThe severity of the hearing impairment may rule

out certain transmission forms, signal types, and cou-pling options. It also may point toward nontechnolog-ical solutions such as written communication, signlanguage, etc. In the case of alerting signals, a severehearing loss may rule out the use of an auditory sig-nal. Sometimes solutions for a student with hearingimpairment prove to be good for everyone. Forinstance, swim races now start with a light ßashinstead of a starter pistol. This may be better foreveryone if there is any noise present and it protectsthe hearing of anyone who used to be right next tothe starter pistol.

Device DataUnderstanding what the student already uses will

help in creating solutions. If the studentÕs hearing aidwill be used with assistive devices, one must knowwhat features are available on the hearing aid in orderto couple it to an assistive device. If the student iscomfortable and successful with certain assistivedevices currently, these may be the best solutions forthe new communication challenges.

Activity and EnvironmentalData

The type of contact in a given sport may dictatethe best solution. For instance, if you know the stu-dent will sustain impact to the upper body area as inthe sport of wrestling, you will not want to Þt anassistive device that requires a body pack receiver.The environment in which the sport is played alsowill effect transmission choices. For instance, if thisis an outdoor sport, an infrared system wonÕt work.The size of the environment and the barriers also willimpact the needed strength of any transmission sys-tem. Finally power outlet availability will dictatewhether you need to pursue only battery operateddevices.

Particular sports have rules that disallow commu-nication from the coach during competitions. Thecoach and student should be instructed about turningoff or removing devices in these circumstances. Thechapters on individual sports specify when ruleswould make it impossible to use certain devices.

SummaryUsing the information provided in the Assistive

Device section and the individual sport section alongwith interviews from the coach, student, and parentshould allow appropriate selection of communicationsolutions as guided by Tables 8, 9, and 10. Once theassistive technology is obtained and/or communica-tion strategies are identiÞed, the coach and studentneed to receive training in using these solutions. Asmuch as possible, the student should be responsiblefor troubleshooting personal devices. For instance,the student should indicate if a battery has gone deador if a connection is not working. The coach needs tobe comfortable with any part of the device that he/shewill use directly (e.g., the microphone and transmit-ter). Training is probably the most important predic-tor of success with assistive technology. A plan fororientation and periodic training should be includedin the IEP.

It is important to try solutions and be prepared toadjust them as needed. The student and coach willknow if they are communicating successfully andthey will be the guides on how to modify the solu-tions.

Example of theCommunication NeedsAssessment Process

Use the following example to guide you throughthe communication needs assessment.

Joe Student is in 9th grade and would like to tryout for the volleyball team. After learning of this,JoeÕs parents contacted the principal of JoeÕs schoolto see if any special accommodations would be nec-essary and/or forthcoming. The principal put Joe andhis parents directly in contact with the volleyballcoach. JoeÕs parents were concerned that JoeÕs hear-ing loss might get in his way during tryouts (when hewas likely to be unsure of all the aspects of thegame), during practice (when he would be learning

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the skills and strategies of the game), and perhapsduring fast paced competition.

Although the coach had never had a student withhearing impairment on the team (to the best of hisknowledge), he was sure that they could workthrough any problems. First, he indicated that 9thgraders didnÕt have a formal tryout. They simply hadto commit to show-up to all practices and games forthe season. In essence, the Þrst day was really thebeginning of practice. So the questions really relatedto practices and games. The coach recommended thatJoe and his parents borrow his copy of the U.S.Volleyball High School rule book to get a sense ofthe rules of the game and where hearing might beimportant. In the meantime, the coach indicated thathe would contact the educational audiologist in orderto review volleyball communication demands andpossible solutions. Joe and his parents already knewthe educational audiologist because she was the per-son that worked on his IEP (individual educationplan) at the beginning of the school year. They left itthat the educational audiologist would be in touchwith Joe and his family by the end of the week (onefull week before practice starts).

The educational audiologist was pleased that thevolleyball coach contacted her directly and started topiece together the demands of volleyball, JoeÕs exist-ing devices and strategies, and other needed solu-tions. She used his current records to Þll out the hear-ing data and device data worksheets (Table 11). Shehad a copy of his recent aided and unaided audio-gram (Figure 10). She completed the activity andenvironmental data section and ÒWhat type ofCommunication Takes PlaceÓ worksheet (Tables 11and 12) by referring to the chapter on volleyball inTime Out! I DidnÕt Hear You and by clarrifying pointswith the volleyball coach.

Table 13 provides the recommended solutionsbased on the hearing, device, and activity informa-tion. It has been recommended that the student usehis binaural BTE hearing aids during active practiceand competitions. Binaural hearing helps with local-izing sound and with hearing in noise. Noise mayinterfere with some communication in these situa-tions so some hand signs (for speciÞc play strategies)should be used when communicating during gameaction.

Visual signs will not work for all play communi-cation because volleyball players have to be looking

at the ball (and setting up to hit it) rather than lookingat each other. The coach described three communica-tion situations that he felt couldnÕt be visual becauseof visibility problems: 1) teammates telling you theball is heading out of bounds - donÕt hit it, 2) team-mates telling you to return a serve - the ball is head-ing in bounds, and 3) my ball- IÕm going to hit it,donÕt run into me. Because Joe is going to wear hishearing aids during play and the aided audiogramindicates that he can hear a variety of sounds with hishearing aids on, the educational audiologist workedwith the coach to come up with three distinct wordsto represent the three situations. ÒOutÓ will representsituation #1, ÒballÓ will represent situation #2, andÒmineÓ will represent situation #3. The success ofthis strategy will depend on the teamÕs ability to usethese single words appropriately and consistently andJoeÕs ability to actually hear them when movingaround in a noisy gym.

Organized instruction during practice, pre-game,and during time-outs will be facilitated by an FMsystem coupled to his BTE hearing aid by a wire thatplugs into the casing (DAI). This is the same systemJoe is currently using in class. He can quickly plug inand out of the system during a game. The coach sim-ply talks into the microphone. The system is operatedwith rechargeable batteries so Joe needs to work withthe educational audiologist to make sure that the bat-teries are always charged adequately to get throughthe school day and after school activity.

The coach indicated that videos of certain gamesare used to review techniques and strategies. Thesedo not contain any particular spoken message andtherefore are not captioned. The coach talks aboutwhat is happening while the video plays. The coachwill use the FM system microphone while Joe wearsthe receiver coupled to his hearing aid (just like ingroup instruction).

The true test of all of these solutions will be dur-ing practice and competition. Joe and his parentswere presented with these solutions and everyone feltcomfortable to try them. JoeÕs parents sent a copy tothe principal in order to have JoeÕs IEP updated.Since the solution did not involve the purchase of anynew equipment, the IEP was readily updated (indicat-ing use of the classroom FM system after school) andagreed upon by all parties.

The Þrst day of practice went well for Joe. Heused the FM system for the introductory meeting. He

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found the actual practices easy to follow because thecoach and/or assistant demonstrated all of the drillsÞrst. The coach introduced the key words (mine, ball,out) as a fast, consistent way to communicate duringplay action without associating them with Joe.Everyone is expected to use them all the time regard-less of who is on the court. Joe did Þnd that his BTEhearing aids bounced around a little when he dove forthe ball.

After a week of practice and one game, the edu-cational audiologist, coach, and Joe got together tosee how things were going. The only problemappeared to be the bouncing of the hearing aids. Theeducational audiologist recommended ÒHuggie AidsÓwhich consist of a clear loop of plastic that goesaround the ear. Two bands coming from the loop slideover the BTE case securing it to the head. Thisshould solve the bouncing problem. Joe has not par-ticipated in an ÒawayÓ game, yet. He and the coachwill use the FM system on the bus if the coachaddresses the whole team in transit.

Now Joe just wishes he could jump high enoughto spike! That will come with time.

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Table 11 Hearing, device, activity, and environmental data for example athleteHearing Loss: Attach audiogram with aided and unaided results, if possible.

Device DataRight Hearing Aid

Manufacturer: Acme Hearing AidCircle the style: BTE ITE Canal Body Aid CROSDate of Purchase: May-94Circle all working options Telecoil M/T switch Direct Audio Input Built-in FM receiver

Left Hearing AidManufacturer: Acme Hearing AidCircle the style: BTE ITE Canal Body Aid CROSDate of Purchase: May-94Circle all working options Telecoil M/T switch Direct Audio Input Built-in FM receiver

Assistive Devices Currently Used by the Student in School or at HomeHow is the sound

Situation Device Name delivered to the ear? At School At HomeOne-to-One: Hearing Aid earmold ˆ ˆTelevision: ALD-FM DAI ˆLarge Group: ALD-FM DAI ˆTelephone: none telecoil ˆ ˆAlerting Telephone: noneAlerting Doorbell/Knock: noneAlerting Smoke Detector: flashing smoke detector N/A ˆOther wake-up flash alarm N/A ˆ

Activity and Environmental DataCircle all that apply.Contact: contact sport non-contact sport can colide in actionNumbers: individual sport team/group activityEnvironment: gym classroom stage pool fieldSize of Environment: small (100 square feet)medium (500 sqaure feet) large (> 500 square feet)Barriers: beams trees water other nonePower Outlet: available not availableCurrent PA System: available/compatible available/not compatible not available

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Heari

ng L

oss in d

B (

re:

AN

SI 1

96

9)

Figure 10 Audiometric data for example athlete

Audiogram with frequency and intensity speciÞc sounds.Adapted from: Northern, J., & Downs, M. (1978). Hearing in Children, 2ndedition, Williams & Wilkins.

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Student’s Name:Joe Student

What type of Communication Takes Place?

Coach’s Name:Joe Coach

Activity:Volleyball

Communication Situationtryouts

tryoutspractice

practicepre-game

pre-gameactivity

activityduring

awardrelated

overnightindoor

outdoorindoor

outdoorindoor

outdoorindoor

outdoortelephone

transportationceremonies

eventsstays

coach-to-player12. visibility

14. noise,no problem

1. noise5. noise

8. noisedistance, vis.

member-to-member2. noise

9. noiseno problem

mobility6. noise

mobility13. visibility

15. noise

team/group instruction3. distance

10. noise

noisedistance

referee/official-to-player11. noise

16. distance

7. noisedistance

TV/Video viewing4. distance

Guest Speaker

Alerting to Signals

Table 12 Identifying comm

unication within an activity for

example athlete

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Page 49

Table

13 S

olutio

ns to

previo

usly i

denti

fied d

ifficu

lt com

munic

ation

situa

tions

for e

xamp

le ath

lete

12

34

56

78

910

1112

1314

1516

1718

1920

Curre

nt He

aring

Aids

Diffe

rent H

earing

Aids

ALD

(type

of co

uplin

g)*T

THA

& A

LD (ty

pe of

coup

ling)*

DAID

AIDA

IDA

IDA

IDA

ICa

ption

ingW

riting

Hand

Sign

alSig

n Lan

guag

eAu

diotor

y Aler

ting

Visua

l Aler

ting

Tacti

le Al

erting

Comm

unica

tion S

trateg

ies

word

s

subs

word

s

* Ind

icate

type o

f cou

pling

: T =

teleco

il; DA

I = di

rect a

udio

input;

FM =

built-

in FM

recei

ver

Note

if this

type

of sy

stem

is be

ing us

ed in

the s

tuden

t’s aca

demi

c acti

vities

.

Stud

entÕs

Nam

e: _

____

____

___

Coa

chÕs

Nam

e: _

____

____

___

Act

ivity

: ___

____

____

_

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Chapter 6

Sports SpecificCommunication

SolutionsReview Chapters 2, 3 and 5 before using this

sport speciÞc chapter. Chapter 3 (Assistive Devicesand Communication Strategies) provides generalinformation regarding hearing aids and communica-tion strategies (e.g., how to handle moisture in thehearing aid, stopping the hearing aid from ßoppingaround, video tape presentation, telephone use, etc.)that should be used in every sport. These are notrepeated in each sport chapter. The reader will wantto have Chapter 3 handy in order to understand tech-nology solutions recommended in the sports chapters.

Communication during transportation andovernight stays also need to be addressed regardlessof the sport. These items are included in the needsassessment (Chapter 5). If the coach addresses theteam while in transit to a game, the same communi-cation system that is used for instruction in practiceshould be used to eliminate the problem of noise anddistance. Buses are very noisy places to communi-cate.

If the student is playing at a level that willrequire overnight stays (e.g., State championships),hotel accommodations and any related activities needto be accessible. When making hotel reservations,make sure the hotel has a Òcommunication packageÓthat can be placed in the studentÕs room. This gener-ally includes a ßashing door knocker, ßashing alarmclock, ßashing telephone ring indicator, ßashingsmoke detector, and a telephone ampliÞer and/or texttelephone. There is no additional charge for use ofthese items (by law).

Make sure any extra activities that are plannedare accessible to the student with hearing impairment.For instance, use the studentÕs preferred communica-tion system for any guest speakers. If the team ifgoing to a movie, leave enough time for the studentto get a special listening system from the theatre.There is no extra cost for these devices and movietheatres are required (by law) to provide them.

The use of sign language is not addressed in eachsports chapter. If the student uses sign language togive and/or receive communication, an interpreterwill be required during tryouts, practice, travel, andcomptetitions. How much interpreting is necessaryshould be determined by the student, coach, and therules of the sport. Students who use sign language forcommunication purposes will still need assistivedevices for alerting signals (for the start and stop of agame, fouls, etc.). Generally, visual or tactile signalswill be appropriate.

All of the communication in tryouts and prac-tices can be interpreted, some game communicationmay be off limits. If players with normal hearing arenot able to hear the coach and therefore rely on handsignals, the player with hearing impairment shouldnot receive input from an interpreter during playaction. He/she must rely on the hand signals as well.The interpreter will work during direct communica-tion ont he bench when the players are talking/listen-ing. When the player with hearing impairment is onthe Þeld, the interpreter can translate coachinginstructions when the player is in relativelly closeproximity to the interpreter. Otherwise, the playerwill not be able to see the signs. In any case, it is theresponsibility of the teammates to get the playerÕsattention and alert him/her to look to the sideline forinstruction. The interpreter should be allowed tomove up and down the entire sideline and be givenaccess to the other side of the Þeld, if necessary.

Remember, the student with hearing impairmentshould be able to access whatever communication thestudents with normal hearing are accessing (no more,no less).

ArcheryThe ability to communicate effectively with ofÞ-

cials and competitors during Archery events is animportant safety issue. The following suggestedstrategies are designed to allow an individual withhearing impairment to effectively and safely competein archery competitions as outlined in theConstitution and Rules book of the InternationalArchery Federation. All strategies suggested, howev-er, easily can be modiÞed to Þt most competition pro-tocols and various types of archery events (i.e.,indoors, outdoors, target, Þeld, 3D, etc.).

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CompetitionThe Director of Shooting is in charge of the ofÞ-

cial practice Þeld. One of his or her duties is to deliv-er an acoustic signal to indicate when shooting muststop and when it can be resumed. The time controlequipment also can consist of an acoustic signal andis under the control of the Director of Shooting. Theplayer with hearing impairment may have difÞcultyhearing a whistle or other acoustic signal used, evenwith a hearing aid. If the signal is not audible to theplayer, but the player does make use of auditory sig-nals generally, an FM system may provide a solution.The microphone of the transmitter would be placedclose to the directorÕs mouth (i.e., clipped on to thecollar) so that it will pick up a whistle blow or anyverbal commands. A microphone also could be placednear the speaker of the electronic time equipment.The player wears an FM receiver (size of a pack ofcards) in a pocket with a coupling connection tohis/her personal hearing aid. Several manufacturersproduce BTE hearing aids with built-in FM receiversthat could be used. Since the player may want to con-tinue to hear other communication in the environmenthe/she may want to set one hearing aid to pick up theFM signal while the other picks up sound through thenormal hearing aid microphone.

If the player cannot make use of an audible sig-nal, a visual or tactice signal can be used. Time con-trol can be visually displayed through the use of digi-tal clocks, lights, plates, ßags, etc. that are placeddownrange from the competitors. A device consistingof a series of red, yellow, and green lights isdescribed in the International Archery Federationhandbook. When the light is green, shooting canbegin. Yellow means there is only a small amount oftime left, while red would coincide with the audiblesignal to stop. A digital clock also could be employedthat would display a continuous countdown. Simple,manual devices (ßags) should be on hand in the eventof equipment malfunction.

Another solution consists of a small, tactile stim-ulator that could be placed on the shooterÕs wrist (oraround the ankle if wrist placement affects shooting).Using an FM signal, the Director of Shooting simplyactivates the transmitter any time the whistle is blownto stop shooting. This provides an immediate signalto the shooter with hearing impairment.

During 3D shoots and other similar events,where traveling through a ÒcourseÓ is required to

shoot at targets, the player with hearing impairmentshould be paired with a partner with normal hearing(a buddy system). In the event that a safety issue (i.e.,someone looking for an arrow behind a target andtherefore out of sight) comes up, the competitor withhearing impairment depends on the ears of his hear-ing ÒbuddyÓ who will stop the competitor fromshooting. The team consisting of the competitor withhearing impairment and his partner(s) should beallowed to go Þrst to minimize the chances of run-ning into someone ahead of them in an unsafe posi-tion.

Tryouts and PracticeThe use of assistive listening devices is appropri-

ate during tryouts and practice not only for the safetyissues outlined above, but for any verbal instructiongiven as well. The FM communication systemdescribed earlier will assist in hearing any instruc-tions so long as the instructor has the microphonenear his/her mouth.

BadmintonBadminton, like tennis, consists of both doubles

and singles matches. The game is played using ashuttle and a racket. The object is to hit the shuttleover the net to the opposing team who will try toreturn it. Play continues until a fault occurs (i.e., theshuttle hits the ßoor, the shuttle goes out of bounds).During singles competition, communication with ateammate is not required. However, communicationdifÞculties can arise during doubles competitionwhen one or both teammates have hearing impair-ment.

CompetitionAccording to the OfÞcial Rules of Play of the

United States Badminton Association, coaching is notallowed during competition except during the Þveminute break between the second and third games ofa match. The game cannot be halted to allow a playerto receive instruction or advice. Therefore, communi-cation with the coach during actual competition is notan issue. During the time when communication isallowed, the player(s) and coach will be in closeproximity. A player who normally uses hearing aidsfor communication purposes should use them at thistime. The player and coach may want to move to thequietest possible communication spot.

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In doubles competition, communication betweenteammates is important and usually concerns who isgoing to hit the shuttle. Both players should alwayscall out prior to hitting the shuttle, even when it isobvious which side the shuttle is coming to. This is acommon practice in many sports. Hearing aids can beworn during competition. This may allow the playerwith hearing impairment to hear the call. If the playercannot hear the call routinely with the hearing aids orwithout them (if they prefer not to use them), then thefollowing strategy may be useful. When both playerscall for the shuttle, the player with normal hearingshould back off since the player with hearing impair-ment may not have heard the teammate call out.Alternatively, a large hand gesture may be used tocall for the ball. This should be experimented with inpractice to see if it works consistently.

During both singles and doubles competition, theability to understand the ofÞcials is important. Theservice judge calls service faults while the line judgesare primarily concerned with whether the shuttle fellin or out of bounds. Both the service judge and theline judges have appropriate hand signals to go withtheir calls.

The umpire is in charge of calling a ÒletÓ andfaults not associated with serving. He or she also isresponsible for calling out the score at the beginningof each service and maintaining a rapid pace to thegame. The umpireÕs calls are made verbally and maynot be clearly understood by a player with hearingimpairment. In doubles play, the teammate, throughthe use of predetermined signs, can relay what thecall was. In singles play, the coach should be allowedto perform this duty. Simply relaying the umpireÕscall to the player should not be construed as coachingor giving advice. An alternative method wouldemploy an FM system with the umpire speaking intothe microphone of the transmitter and the playereither wearing an FM reciever coupled to the ear or abuilt-in BTE FM receiver. Patience on the part of allofÞcials is required and calls should be repeated asnecessary for the beneÞt of the player with hearingimpairment.

Tryouts and PracticeDuring tryouts and practice, the use of assistive

listening devices is appropriate. An FM System witheither a traditional receiver or a built-in BTE FMreceiver would allow the player with hearing impair-ment to hear the coachÕs instructions while practicing.

Once the coach and player have determined that thehearing impairment is interfering with communica-tion, they can determine which strategies work best.

BaseballBaseball, with its heavy reliance on signs and

signals, can easily accommodate athletes with hearingimpairment. With a small amount of cooperationfrom the ofÞcials, coaches, and teammates, the playerwith hearing impairment will not be at a disadvantageduring game time. The pace of a baseball game lendsitself well to accommodation as there is no set timelimit and communication ßows freely among playersbetween plays.

CompetitionDefense

The outÞelder with hearing impairment is oftenthe furthest player from the ÒactionÓ. The home plateumpireÕs calls will be difÞcult to hear and see fromthis position. In this case, some help from an inÞelderis indicated. For example, after each pitch, the thirdbaseman could help the left-Þelder by slapping hisright leg for a ÒstrikeÓ and his left leg for a ÒballÓ.The outÞelder with hearing impairment would thenbe able to keep track of the pitch count.

Communication from the coach to the outÞelderusually relates to Þeld position. Once the coach getsthe playerÕs attention (with some help from aninÞelder, if necessary), he/she uses body gestures todirect the player to the desired position. (NOTE:According to the high school baseball rulebook,ampliÞers/bullhorns may not be used for coachingpurposes.) The player with hearing impairment alsocould be instructed to glance toward the dugoutbetween each batter.

Play calls by the Þeld umpires are accompaniedby the often exaggerated ÒsafeÓ or ÒoutÓ signals fol-lowed by the runner exiting the Þeld or remaining onbase. Therefore, the outÞelder should have no troublewith this aspect of the game. It is also customary forteammates to periodically remind each other of thenumber of outs in the current inning.

The inÞelder with hearing impairment is at aslight advantage by being closer to home plate. Aslong as the plate umpire consistently accompanieseach pitch call with the appropriate hand signal, theinÞelder will be able to keep track of the pitch count.

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Again, communication from the dugout usuallyrelates to position and can be accomplished via ges-tures.

Communication between a pitcher and catcher isheavily dependent on signs, usually relating to whattype of pitch should be thrown. Verbal communica-tion is not useful since the batter would know whatpitch was coming.

With the proper gestures on the part of theumpire, the pitcher with hearing impairment shouldnot have difÞculty with the pitch count. A catcherwith severe hearing impairment, however, may havedifÞculty seeing as well as hearing the call due to hisposition facing away from the umpire. One strategyto circumvent this problem would be a simple signalsystem, between the pitcher and catcher, indicatingwhether the pitch was called a ball or strike. In theevent of the catcher dropping the ball on a possiblethird strike, the catcher may want to throw to Þrstimmediately instead of waiting for the pitcher to sig-nal the call.

According to the rulebook, each team, while ondefense, is allowed three charged conferences withinseven innings (the length of a high school game) andone in each extra inning. If the pitcher is removed asa result, the conference is not charged. When one-on-one communication is necessary, any player or coachmay call ÒtimeÓ for a conference. However, by usingsome common sense communication strategies,charged conferences as a result of not being able tohear should be a rarity. Any time Òtime outÓ is called,it is the responsibility of the teammates to notify theplayer with hearing impairment if he/she has notnoticed.Offense

Helmets are a challenge for every hearing aidwearer. In junior and senior high school baseball, theteam often owns four battersÕ helmets (one for eachof the three potential basemen and one for the hitter)that have plastic shields over both ears as opposed toa shield only over the ear facing the pitcher. Someplayers own their own helmets in order to get a betterÞt. Rules generally dictate that the players wear thehard helmets around the bases. The problem is thelikelihood that the hearing aid will feedback becausethe helmet is so close to the microphone. There areseveral solutions a hearing aid wearer may want totry if he/she wants to wear the hearing aid(s) duringoffense. Ideally, a custom helmet should be used that

only has one ear ßap (facing the pitcher). The batterwould then use the opposite hearing aid. If he/shenormally uses the hearing aid that would now beunder the ßap, the aid should either be removed orturned to off to avoid feedback. If the student is anITE user, it might be possible to have a ßap (and hel-met) made with the hole in the ßap positioned rightover the microphone. If the hole is wide enough andsome extra sponge padding in inserted around thisarea you may not get feedback. You can try this witha BTE as well (the hole would be up above the top ofthe ear) but the extra bulk of the BTE case may beuncomfortable.

There are two coachesÕ boxes on the Þeld, one atÞrst base and the other at third. The batter generallyreceives instructions (i.e., bunt, take a pitch, etc.) inthe form of signs. This form of communication isideal not only from a secrecy standpoint, but for theplayer with hearing impairment as well.

In the case of a more severe hearing impairment,the batter may not be able to hear the umpireÕs call. Ifthe batter does not turn in time to see the call, he mayask the umpire to repeat it. As a courtesy, the umpireshould be forewarned of this possibility prior to thegame. The same applies for calls made by the Þeldumpires. The player may not hear or see if he wascalled safe or out. In addition, the base coaches couldhelp the batter/runner with pitch calls and base calls.

While on base, communication also is accom-plished via signs (i.e. steal, hit and run, etc.).Whenever Òtime outÓ is called, it is the responsibilityof the base coaches to inform the runner with hearingimpairment. One charged conference is allowed perinning while on offense.

Assistive listening devices (beyond a hearingaid) would not be appropriate during game time. Forexample, by using a built-in BTE FM system, thecoach would be able to talk to the player with hearingimpairment in secrecy. In an actual game, if a coachwants to speak directly to a player without having aconference charged, it is at the expense of havingeveryone else hear. Clearly, a built-in BTE FM sys-tem would give the team an unfair advantage.

Tryouts and PracticeDuring tryouts and practice the use of assistive

listening devices is appropriate. An FM system wouldallow the player with hearing impairment to hear thecoachÕs instructions/suggestions during team meet-ings, when the player is in a remote location from the

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coach, and in noisy situations. A built-in BTE FMsystem for the player would be ideal as the conven-tional ÒwalkmanÓ type receiver might get in the wayduring physical activity.

BasketballBasketball is a team sport that is heavily depen-

dent on communication between the players, coach-ing staff, and ofÞcials. Unfortunately, the environ-ment in which basketball is played is less than idealacoustically. Even players with normal hearing willhave difÞculty hearing in a large, reverberant gymna-sium Þlled with people. Many of the strategies thatwill be described are already used by teams with noplayers with hearing impairment because of these dif-Þcult acoustical conditions.

CompetitionA hearing aid may be of little use during a typi-

cal basketball game due to the noisy environment.There are several visual signals that are employed tohelp all players keep track of the time and score.According to the 1994-95 high school rulebook, avisible game clock and scoreboard are necessary.There should be a red light behind each backboard tosupplement the audible timerÕs whistle which soundsat the end of a quarter or extra period. These deviceshelp all players, especially those with a hearingimpairment.

The coach cannot use relay equipment, a mega-phone, or any type of electronic equipment for voicecommunication with the players. A built-in BTE FMsystem may be considered but only if players withnormal hearing are able to hear the coach. If the play-ers with normal hearing are having difÞculty hearingthe coach, then providing one player with a one-on-one communication device (FM system) may be con-strued as an unfair advantage for that player.

The coach must remain seated on the bench at alltimes except when giving instructions to players.During this time he/she may be in front of his or herseat, within the conÞnes of the coaching area. Inaddition, the coach may stand up to signal a player(s)to request a time out. This lack of mobility on thepart of the coach makes communication even moredifÞcult when the player is on the other end of thecourt.

For communication with players with hearingimpairment on the bench, a portable loop system mayprove useful. By looping the area around the bench,and giving the coach the microphone, the player withhearing impairment will better hear courtside instruc-tion by simply switching the hearing aid to ÒtelecoilÓ.As soon as the player leaves the looped area, thisadvantage no longer applies. This system requires apower outlet near the listening area. If this is notreadily available, the player may want to seat himselfnear the coach during any communication and/or usean FM or hardwired system when on the bench.

Fortunately, in basketball, substitution occursoften and freely. This is a popular method used by thecoach to get a message to a player(s). The substitu-tion procedure is relatively simple with the playerreporting to the scorerÕs table, giving both his/hernumber and the number of the player being replaced.The individual(s) at the scorerÕs table should be toldif any of the players are hearing impaired to avoidpossible confusion later in the game. The ÒnewÓ play-er can then relay the coachÕs message to his/her team-mates. This is an effective method of communicatingimportant messages and does not come at the cost ofa time out.

Teammates are responsible for alerting the playerwith hearing impairment in the event the coach is try-ing to get his/her attention. Fortunately, much of thecommunication among players on the court consistsof hand signals and pre-determined plays. Specialhand signals and arm movements can be devised bythe team to be used for communicating not only withthe player with hearing impairment, but with otherplayers as well. These should be practiced andlearned by everyone, not just the Þrst string players.

The ofÞcials should be notiÞed and given thenumbers of any players with hearing impairment. TheofÞcials start and stop play through the use of a whis-tle that may not be audible to the player with hearingimpairment. Consistent use of the appropriate handsignals for the various penalties is required as well aspatience on the part of the ofÞcials if requested torepeat a call. The player with hearing impairmentshould be given some leeway if he or she continuesto play after a whistle has been blown.

Tryouts and PracticeDuring tryouts and practice, the use of assistive

devices/strategies is indicated. A built-in BTE FMsystem is ideal during drills, practice games, and any

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time the coach is giving instructions. The conven-tional ÒwalkmanÓ type receiver might get in the wayduring physical activity.

BowlingBowling can easily accommodate individuals

with a hearing loss. Although communication duringactual competition is not imperative, it makes for amore enjoyable and social atmosphere.

CompetitionThe only time an acoustic signal is routinely

used is for the foul detection mechanism. This prob-lem can be handled by providing a visual stimulus orhaving the scorekeeper/teammate notify the bowler ifshe/he steps over the line.

The bowling alley is an inherently noisy andloud environment. For this reason, hearing aids withcompression output limiting are recommended (seechapter on hearing aids) in order to avoid discomfortand poor sound quality.

When bowling, much of the time is spent sittingon the bench waiting for oneÕs turn. Even individualswith a mild hearing impairment will have difÞcultyconversing in this environment. There are severalassistive listening devices that would prove helpful. Ateam FM system could be used. The bowler withhearing impairment would have the receiver whilethe transmitter could be passed among the teammatesdepending on who is talking. Another, more appropri-ate strategy, would be to use a small portable loopsystem with several microphone inputs. By using thisstrategy while in the looped area, the bowler withhearing impairment will hear anyone talking near amicrophone so long as his/her hearing aid is set toÒtelecoilÓ response. The loop system requires apower outlet near the listening area.

Tryouts and PracticeDuring tryouts and practice, the coach could use

an FM system (standard receiver or built-in BTE FMreceiver) to instruct/communicate with the bowlerwith hearing impairment if communication is neededduring the act of bowling. The portable loop solutionwonÕt work when the bowler is actually bowlingbecause the loop of wire could trip him/her.

CanoeingThe 1995 Canoe and Kayak Competition guide

outlines the rules for two disciplines of canoeing:ßatwater sprint racing and whitewater slalom racing.Each discipline presents unique challenges for theindividual with hearing impairment wishing to partic-ipate in this activity. Therefore, strategies for sprintand slalom will be discussed separately.

CompetitionSprint

Sprint is similar to a track event in that competi-tors are racing to be the Þrst to cross the Þnish line.The course can be straight or have several turningpoints. Both singles and tandem events exist and dif-ferent strategies are necessary for each. According tothe competition guide, the competitors need toreceive written instructions at least Þve hours prior tothe beginning of the regatta. These instructionsshould include information on the course and itsmarkings, starting time, location of the starting andÞnishing lines, and an area where competition infor-mation (times of heats, Þnals, etc.) will be posted. Ifany of the information in these instructions is incor-rect or changes and is announced verbally, a coach orteammate (a ÒbuddyÓ system would be helpful) needsto inform the competitor with hearing impairment asshe/he may not have heard the announcement. This isimportant as any competitor who does not report tothe starting area within two minutes of the announcedtime is not allowed to race.

Once a race begins, it is illegal for the competi-tors to receive outside help or be accompanied byother boats. Therefore, once the race begins, commu-nication with the coach is not permissible. In tandemcompetitions, the player with hearing impairmentshould be in the stern (back) of the canoe when possi-ble. The paddler with hearing impairment will thenbe able to see the back of his/her partner. This isimportant if communication between the teammatesis to take place. With the paddler with hearingimpairment in the rear, the teammate could use a sys-tem of signals (via speciÞc movements of the head orlegs) to deliver messages. Communication with apartner is obviously not an issue during singles com-petition.

While water-proof hearing aids have recentlybecome available, they are not appropriate for alltypes of hearing losses and are not completely water-

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proof (cannot be completely submerged). Also, anFM system would not only get in the way of the com-petitors but could easily become wet even if attemptsat waterprooÞng are made.

Another area of the competition that could proveproblematic is during the start of a race. The starterobtains the attention of the competitors by callingÒAttention PleaseÓ. When he or she has receivedeveryoneÕs attention, the starting signal is given eitherthrough a gunshot or by shouting ÒGoÓ. When com-petitors with hearing impairment are present, the gun-shot is the preferred method. Most individuals with ahearing loss will still be able to clearly hear a gunshotin a fairly quiet environment. For those who cannot,alternate strategies are available. A visible signal,alone or in conjunction with the gunshot, could beemployed. For example, the starter could drop his orher other arm simultaneously with the Þring of thegun. The waving of a ßag could be used, in lieu of agunshot, and would not disadvantage any of the com-petitors.

The use of special signal detection devices maybe appropriate (see Òalerting devicesÓ in the assistivedevice chapter). The paddler with hearing impairmentcan wear a wrist or leg band that vibrates when sig-naled. This is analogous to a tactile pager. The devicecan be made waterproof by wrapping plastic aroundthe device and securing it to the skin with waterprooftape. When the detection device ÒhearsÓ the gunshot,it will simultaneously send out a signal that causesthe wrist or leg band to vibrate. The device will needto be set at a very insensitive level so that other loudsounds do not set off the device. The decision onwhich method to use should be made in conjunctionwith the competitor with hearing impairment and therace ofÞcials well in advance of the event.

In the event of a false start or a paddle breakingwithin 25 meters from the start, the starter immedi-ately calls back all competitors. In tandem competi-tion, when one of the paddlers has normal hearing, heor she can notify the partner and explain why the raceis being restarted. In singles competition, however,the competitor with hearing impairment may not hearthe recall. Again, several strategies can be employedincluding ßag waving and/or the use of the tactilealerting device. If the competitor can hear a gunshotor horn, these signals could be used. In addition, ifthe other competitors are aware of the situation, thenearest canoe could aid in ßagging down the com-

petitor with hearing impairment. These strategies alsocan be employed if the umpire interrupts a race dueto any Òunforeseen hindrancesÓ.

A Þnal issue arises during long distance races. Inthese events, the competitor is warned by a loud sig-nal (i.e., bell) when the point 1000 meters from theÞnishing line is reached. During tandem competi-tions, this in not as big an issue as the partner cannotify the paddler with hearing impairment.Strategies for the single paddler can again include theuse of a tactile alerting device or some type of visiblesignal. A simple strategy would be to place a special-ly colored buoy at the location 1000 meters from theÞnish.Slalom

The object of slalom, as outlined in the competi-tion guide, Òis to negotiate a rapid-river course,deÞned by gates, without fault, in the shortest possi-ble time.Ó

Again, single and tandem competitions exist. Ameeting should be held prior to the event in whichinformation concerning the starting time, intervals,emergency procedures, starting commands, etc. isdelivered. All of the information presented, includingany last minute changes, should be provided in writ-ten form. An FM system could be employed duringthese meetings, with the speaker wearing the trans-mitter. It is important for the speaker to remember torepeat any questions asked by the competitors as theymay not have been heard by the athlete with hearingimpairment. This is a good strategy in any lectureenvironment. It often is hard for other audience mem-bers to hear questions asked by the audience.

If possible, electronic timing should be used.With electronic timing, the clock may be activated bythe paddler him/herself. If not, a countdown methodis used and should occur via a visible display for thecompetitor with hearing impairment. With slalom,only one competitor starts at a time and ideally, thereis only one competitor on the course at a time.Alternatively, Þxed intervals can be employedbetween starts so that more than one competitor is onthe course, however, the competitors are separated bya given amount of time. Regardless, it is relativelyeasy to employ alternate starting strategies as onlyone competitor starts at a time.

If it becomes necessary to clear a course as aresult of timing problems, one competitor overtakinganother, etc. a whistle is blown at which time the

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competitor must pull into shore. A whistle may not beaudible to an individual with a hearing impairmentand alternative signals can be considered. These caninclude a low frequency horn or gunshot. In addition,any of the tactile or visual signals described in thesprint section can be used.

Tryouts and PracticeSeveral strategies can be employed during prac-

tice to make canoeing more accessible to the individ-ual with hearing impairment. The coach and competi-tor should work together to determine which strate-gies work best. During tandem training in a canoe onopen water, the hearing-impaired canoeist should bepaired with someone with normal hearing. The indi-vidual could relay messages from the coach. If thecoach needs to talk to the canoeist during practice, hecan wear an FM system transmitter while the canoeistwith hearing impairment uses a traditional FMreceiver or built-in BTE FM receiver enclosed in awaterproof protector. It must be understood, however,that this strategy comes at the risk of ruining equip-ment in the event it becomes submerged or excessive-ly wet. The use of a vibrotactile wrist/leg band, withthe coach having the transmitter device, is a goodmethod of getting the individualÕs attention but willnot aid in actual spoken communication. Duringperiods of instruction on land, the FM system shouldbe used consistently.

Cross Country andTrack and Field

Cross Country, Track & Field, Pentathlon, andDecathlon are all described in the same rule book andare included together in this chapter.

CompetitionWith cross country and track events, little or no

communication is required once the race has begun.According to the high school Track and Field andCross Country rule book, during competition, it isillegal to run along with a teammate or be stationednear the track for purposes of coaching. The mainproblem with these events lies in the starting of therace and the disadvantage it may impose on the com-petitor with hearing impairment.

The starting commands for races under 800meters are as follows. The starter commands ÒOn

your marks,Ó at which time the runners take theirproper positions behind their starting lines. The nextcommand is ÒSetÓ, at which time the runners assumetheir Þnal set position. Several seconds later, if therunners are all set, the starter Þres a .32 caliber pistolat which time the race begins. On races of 800 metersor longer, the ÒSetÓ command is not used and the gunis Þred several seconds after the ÒOn your marksÓcommand. In the event of an unfair start, the runnersare recalled by a second Þring of the pistol. For CrossCountry events, the starting procedure is identical tothe over 800 meters race. The starter usually givesbrief instructions to the competitors prior to thebeginning of the race.

Many runners with hearing impairment will beable to hear the gun shot and commands clearly andwill not require special assistance. Hearing aids canbe worn while running as long as appropriate outputlimiting is employed in the hearing aid (to avoid dis-comfort as a result of the gunshot). Depending on thedegree of loss or if the runner prefers not to racewearing a hearing aid, however, the runner with hear-ing impairment may have difÞculty hearing the com-mands or even the gunshot. There are several strate-gies that can effectively deal with this problem. Theuse of appropriate arm signals with vocal or whistlecommands is recommended in the rule book as an aidto all runners and the timers. The free hand pointingto the ground can correspond to ÒOn your markÓ andraising the hand above the head can correspond toÒSetÓ. This strategy should work well for those indi-viduals who are having difÞculty hearing the verbalcommands, but are able to hear the gunshot.

For those competitors who are unable to hear thegunshot, a visible signal is needed, either by itself, orin conjunction with the gunshot. Accompanying thegunshot with another hand signal, waving of a ßag,etc. would help but would still place the competitorwith hearing impairment at a disadvantage as he orshe would be the only competitor who had to face thevisible signal. This method also is dependent on asimultaneous Þring of the gun and delivery of the vis-ible signal which is easily vulnerable to human error.The use of a special signal detection device might bemore appropriate. The signal detection device can beconnected to a visible signal. When the detectiondevice ÒhearsÓ the gunshot, it will simultaneouslylight the visible signal. The device will need to be set

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at a very insensitive level so that other loud soundsdo not set off the signal.

The most appropriate strategy would be to use avisible signal for all competitors. For example, a redlight could signify Òon your marksÓ, a yellow lightcould signify ÒsetÓ, and the green light would meanÒgoÓ. This removes any advantage/disadvantageimposed by the other methods. More than one visualdisplay may be needed in events with staggeredstarts, as those in the rear positions may not be ableto clearly see the display. The starter should beinformed of any special modiÞcations to the startingprocedure well in advance of the race.

The throwing events (discus, shot put, javelin) donot require communication during the actual competi-tion. One important rule to consider concerns therequirement that competitors report to the event judgeat the designated location. The competitor needs tocompete within 1 to 2 minutes (depending on theevent) after being called for a trial. The responsibilityfor making sure the competitor with hearing impair-ment is in the right place at the right time lies withboth the competitor and the teammates. The competi-tor with hearing impairment should know in whatorder of events he/she will be competing. The com-petitor should be paired with one of his/her team-mates with normal hearing to ensure that importantannouncements are not missed and that the competi-tor with hearing impairment is at the event on time.

Tryouts and PracticeSeveral strategies can be employed during try-

outs and practice to make them more accessible tothe individual with hearing impairment. The coachand competitor should work together to determinewhich strategies work best. When training requiresrunning on roads and around trafÞc, the runner withhearing impairment should be paired with someonewith normal hearing for safety reasons. If the coachneeds to talk to the runners during practice, he/shecan wear an FM system transmitter while the runnerwith hearing impairment uses a built-in BTE FMreceiver or a traditional receiver system. A traditionalreceiver pack may be placed in a fanny pack to mini-mize bouncing. The zipper remains part way open inorder to allow the coupling wire to connect the ÒearÓto the receiver (via neckloop or direct audio input).The runnerÕs partner also could wear a transmitter.During periods of instruction, the FM system shouldbe consistently used.

CurlingCurling is a two-team sport played on an ice

rink. Each team is comprised of four players on theice. A circular-shaped stone is manipulated with ahandle attached to a stick. Teams score one shot foreach stone that is nearer to the tee than any of theopposing teamÕs stones. An athlete with hearingimpairment who wishes to participate in curling easi-ly is accomodated and not be put at any real disad-vantage.

CompetitionAccording to the rulebook, electronic devices

that allow communication between players andcoaches are prohibited during games. In this case, anFM system would be inappropriate and illegal.Communication between players may be verbal orvisual. If verbal communication is relied upon, itmust be ensured that the athlete with hearing impair-ment is able to understand what is being discussed. Asimple signal or sign system can be developed andused by the players for communication purposes. Theplayer with hearing impairment must be aware of theevents of the game as much as possible.

Responsibility for conveying any communicationto the player with hearing impairment should be thatof the entire team. Depending on how much back-ground noise is present during a match, the playerwith hearing impairment may communicate effective-ly using his/her personal hearing aids especially ifteammates are nearby.

During time-outs or dead time when conferenceswith the coaches are permissible, the use of an FM orhardwired system is appropriate. This will allow theplayer with hearing impairment to hear the conversa-tion and properly communicate with the coach orcoaches regardless of noise interference.

Tryouts and PracticeDuring try-outs and practice, the use of assistive

devices is necessary. It is the responsibility of theplayer with hearing impairment and the coach toevaluate which situations are communicationally dif-Þcult for the player. An FM system (microphone andtransmitter on the coach) transmitting to a receiverpack coupled to the playerÕs ear or to a built-in BTEFM receiver is ideal during practice or tryouts whenthe coach is giving instructions.

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DivingAthletes with hearing impairment can participate

in diving with a few accomodations and are notgreatly disadvantaged by their hearing loss.Communication between the diver and the coachoccurs before and after a dive. The rules of divingprevent coaches from communicating with a diveronce he/she steps onto the diving board. Practice iswhere instruction and communication occur most fre-quently for diving.

CompetitionCommunication regularly occurs on the pool

deck before or after a dive in a meet. The coach oftenoffers last minute instruction and encouragement tothe diver. Assistive listening devices used only on thepool deck are appropriate in this situation. Thesedevices do not give the diver with hearing impair-ment an advantage over the other competitors. Use ofan FM system would allow the diver with hearingimpairment to effectively communicate with his/hercoach while giving them the ability to remove thedevice to dive. The diver may even want to use ear-phones with the system. Earphones are easily takenon and off instead of inserting and removing hearingaids which may be lost on the pool deck. Further, ifthe communication will always be one-to-one inclose proximity, a less expensive hard-wired systemcould be used instead of an FM system. The devicemust be removed before the diver approaches the div-ing board. Failure to remove the FM system or hear-ing aids may give the diver a Þnal opportunity tocommunicate with his/her coach. In addition, thesedevices may be destroyed if they are submerged inthe water.

Simple communication strategies such as lookingat the diver when speaking to him/her and talkingslowly will aid the diver in understanding the coachwith and without the use of an assistive device. Thisis especially beneÞcial when the diver has Þnishedthe dive and is emerging from the pool. Even thoughhe/she may not necessarily be able to hear what thecoach is saying, the diver may be able to read thecoachÕs lips and facial expression. But very little spo-ken language will be communicated during this time.

During a meet, the diverÕs name and a descrip-tion of the dive to be performed are announced beforeeach dive. It is the coachÕs responsibilty to ensurethat the diver knows when it is his/her turn to dive

and which dive was announced. The coach can keepa list of the dives that the diver with hearing impair-ment will perform and point to the appropriate divethat was called. This is not to say that the diver withhearing impairment will not hear the announcementbut that the coach should take the appropriate precau-tions in case the diver does not.

At the conclusion of the dive, the scores areannounced. Visual signs of the scores should be used.If visual representation of the scores are not avail-able, it is recommended that the coach jot down thescores and relay them to the diver.

Tryouts and PracticePractice is where the majority of communication

occurs in any sport and it is true of diving. With div-ing, instruction occurs mostly out of the pool.Instruction out of the pool can be over a large dis-tance if the diver is on the diving board and the coachis on the ground. A diver can not use any assistivelistening devices including hearing aids in this situa-tion because of the chance that they may forget toremove them before diving into the water. The use ofillustrations and demonstrations to help convey theneeded information are essential for these reasons.On the pool deck the coach can use a drawing or ademonstration by another diver to inform the diverwith hearing impairment of what to perform or modi-fy.

Training procedures and work-outs can be fullydescribed and illustrated in a written form for thediver with hearing impairment to follow. Instructionthat takes place outside of the pool (including drylandexercises) can be facilitated with the use of the indi-vidualÕs hearing aids or with the FM systemdescribed in the competition section. The microphoneis worn by the coach and the receiver is worn by thediver with hearing impairment.

FencingFencing is a sport in which participants use ßexi-

ble steel blades to engage in offensive actions againsttheir opponent. Some communication occurs duringcompetitions. Auditory cues (either verbal instruc-tions or from a sounding machine) are utilized to sig-nify when to commence or halt fencing activities.

Competition

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Communication between coaches and fencers isprohibited during competitions. Coaches, trainers,and technicians are not allowed in the enclosed areanear the fencers during competitions. Communicationis typically between the fencers and the ofÞcials. Atthe beginning of the competition, the president saysÒon guardÓ and asks if the fencers are ready. With anindication of readiness or no indication of the lackthere of, the president will say ÒfenceÓ. The competi-tion will continue until the president says ÒhaltÓ oruntil an audible signal is sounded. In addition, a ver-bal warning is announced stating that there is oneminute left in regulation time.

If the fencer with hearing impairment does nothear these cues, he/she will be placed at an immedi-ate disadvantage. There are two solutions to the com-munication difÞculties that may arise during a com-petition. First, visual signals can be used in additionto the audible signals to alert the fencer with hearingimpairment to commence or halt fencing activities.The ofÞcials should be informed of the presence ofthe fencer with hearing impairment and the need toplace himself/herself in front of this fencer to alerthim/her of the standing of the competition. Second, atactile device that utilizes vibratory impulses can beused to warn the fencer with hearing impairment tobegin fencing or to stop. The tactile device can beworn on the wrist. However, placement of the deviceon the ankle may be a more feasible placement aslong as the fencer with hearing impairment can feelthe impulses consistently. The battery-operated acti-vating device is controlled by the ofÞcial.

For electronic scoring, visual signals of scoredpoints are accompanied by audible signals. The ofÞ-cials must ensure that the fencer with hearing impair-ment is aware of these indicators. The ofÞcials canuse additional hand signals to notify the fencer of thestatus of the points scored by or against them.

Tryouts and PracticeCommunication between coach and athlete must

be free ßowing during training and practice of anysport. In fencing, hearing aids and/or FM devices canbe worn during practice if the protective headgear isnot worn. This will allow the fencer to hear thecoachÕs instructions. Only the coach can determine ifthere are appropriate times to practice without headgear. However, if the headgear is worn, the use ofhearing aids or an FM system may not be feasiblebecause of the heargear itself. In these cases, it is

advised that visual signals and/or demonstrations beutilized for instruction. Frequent use of demonstra-tions or pictorial representation would beneÞt thefencer with hearing impairment even with use ofampliÞcation devices.

Field HockeyThe fact that Þeld hockey is played on a relative-

ly large Þeld outdoors is the main reason why com-munication may be difÞcult for the player with hear-ing impairment. Many of the strategies that are usedwith other fast paced sports (i.e., basketball, soccer)also apply to Þeld hockey.

CompetitionAn FM system incorporated into the playerÕs

hearing aids (built-in BTE FM) may provide a partialsolution to communication problems between theplayer and coach during the game. However, an FMsystem can only be used if the other members of theteam do not have any difÞculty hearing the coach. Ifthe players with normal hearing cannot effectivelyhear the coach, then providing the player with hear-ing impairment with a personal communicationdevice would provide an unfair advantage. In thiscase, other methods must be employed to ensure thatthe player can be updated on the game and her rolewhen it is necessary. Since coaches typically yellfrom the sidelines to communicate with players dur-ing a game, the coach and the other team memberscould use a signal system to convey necessary infor-mation to the player with hearing impairment. A play-er on the Þeld can tap the player with hearing impair-ment on the shoulder to inform her to look to thesideline for instruction. Hand motions to show posi-tion or who to cover on defense can be used andoften already are because of distance and noiseimpacting communication with everyone.

If the player with hearing impairment is on theopposite side of the Þeld from the coach, anotherplayer on the same side can obtain the coachÕs mes-sage and relay it to the player with hearing impair-ment directly or through other teammates. Anothersolution to this problem could be placing a coach onthe same side of the Þeld as the player with hearingimpairment to relay and give coaching instructionswhenever necessary. Coaches should inform ofÞcials

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that the necessity of having a coach in this position isfor the beneÞt of a player with hearing impairment.

Substitution is another way a message can berelayed to a player with hearing impairment. A playerwho enters a game as a substitute must report to theofÞcial scorer, give her number and the number of theplayer she is substituting. The ofÞcial scorer shouldbe given the number of the player with hearingimpairment in order to avoid possible confusion ifshe is the person entering or exiting the game. Aplayer on the Þeld can tap the player with hearingimpairment on the shoulder to indicate that she isbeing substituted. An incoming player also can bringnew instructions to the player. She can relay thecoachÕs message easily once she is in the game.

During time-outs or when the player with hear-ing impairment is not in the game, communication inthe bench area may be necessary. During time-outsthe coach can use illustrations to depict plays andstrategies to be used by the team. If verbal communi-cation is necessary, the coach should face the athleteswith hearing impairment when talking and should nottalk rapidly even though the time-out period is short.An FM or hardwired system can be used duringbench time, but must be removed before entering thegame.

The ofÞcials must be informed that a player withhearing impairment is on the team and what her num-ber is. The ofÞcials start and stop play by blowing awhistle. The whistle may not be heard by the playerwith hearing impairment who may continue to play.The ofÞcials should be informed in the pregame con-ference that the consistent use of appropriate handsignals is necessary and that repetition of calls maybe needed for the player. In instances of the continua-tion of play by the player with hearing impairmentafter a whistle is blown, the ofÞcials should give lee-way to this player due to her inability to hear thewhistle. OfÞcials also must be aware that if they calla penalty on the player with hearing impairment anda verbal caution is warranted, they must make surethat the player understands what she has done todeserve the penalty.

Tryouts and PracticeCommunication is a fundamental part of tryouts

and practice. All players need to hear instructions anddirections from the coaches. The use of the otherplayers in relaying information to the player withhearing impairment is as important in practice as it is

in a game situation. Additionally, small group expla-nations are often used to teach fundamentals and giveinstructions. The coaches should use the same strate-gies in these small groups as they would in a time-outsituation during a game. The use of illustrations inthese situations may be beneÞcial to all members ofthe team and not just the athlete with hearing impair-ment. Another way to instruct any player is throughthe use of frequent demonstrations. Using demonstra-tions allows the player to view exactly what it is thecoach wants them to do.

During practice and tryout sessions, the use ofassistive listening devices is appropriate. An FM sys-tem incorporated into a hearing aid (built-in BTEFM) can be beneÞcial during drills, practice games,and any time a coach is giving instructions. A tradi-tional FM pack receiver with wires to couple the sig-nal to the hearing aid may not be satisfactory becauseof the possibility of other players or sticks tangling inthe wires. The player with hearing impairment andthe coach should discuss any instances where com-munication is breaking down and develop custommethods and strategies for remedying the situation.

FootballFootball is a team sport that is highly dependent

on communication among players and between thecoaching staff and the players. Unfortunately, due tothe amount of physical contact and the fact that hel-mets will cause feedback, traditional hearing aidscannot be used easily during a game. In addition,football is generally played in large stadiums wherecrowd noise can be tremendous. All of these factorscan lead to communication difÞculty for the playerwith hearing impairment.

Recently, in the National Football League (NFL),players have begun using helmets that receive signalsfrom a transmitter worn by the coach. This technolo-gy allows the player to better hear the coachÕsinstructions and called plays under the adverse listen-ing situation already described. Unfortunately, whilethis technology is becoming more widespread in theNFL, its use is banned at the high school level.According to the Football high school rule book,electronic or mechanical devices for communicationare illegal and phones and headsets may not be usedby players. The rule book states that a team com-posed of deaf or partially deaf players may use a

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Òdrum to establish rhythmic cadenceÓ following theready for play signal. Clearly, this strategy would notbe appropriate for the mainstreamed student with ahearing impairment as the majority of his teammateswill have normal hearing. Therefore, additionalstrategies must be considered.

CompetitionIf it is determined that the student would like to

attempt to use a hearing aid with the helmet, the fol-lowing solution may work. A hole is drilled in the topof the helmet and the BTE hearing aid is actuallysecured in the top of the helmet with the microphonesituated in the hole. A long piece of plastic tubingconnects the earhook of the BTE to the earmold thatis situated (as always) in the ear. The athlete will behearing from the top of his head which is not com-pletely natural but some students may prefer this tobeing auditorily isolated.

Fortunately, much of the communication thattakes place in football is dependent on signs and sig-nals. For example, rehearsed plays can have a signalassociated with them that can be used when commu-nicating from the sidelines to the quarterback.Different strategies are needed depending on the posi-tion played by the player with hearing impairment.Offense

The quarterback with hearing impairment mayhave difÞculty hearing plays that are called in fromthe sidelines. There are several strategies that mayhelp in this situation. Another offensive player withnormal hearing could receive the play and theninform the quarterback. Another option would be toassociate a sign with each play, then the quarterbackcould visually receive the play choice. A third option,due to the unlimited substitution allowed betweendowns, would be to send the play in with a substituteeach down. Regardless of the method, the quarter-back with hearing impairment should still be respon-sible for telling his teammates which play will be run.

The quarterback with hearing impairment doesnot have to worry about hearing the snap count, as heis the player doing the counting. The offensive line-men, however, need to clearly hear the count in orderto avoid jumping offside. This may be especially hardfor the ends and tackles who are located farthest fromthe quarterback and closest to the crowd noise.

The offensive lineman is limited in his mobilityand for the most part must remain motionless duringthe snap process. Therefore, he cannot watch the

quarterback, or be signaled through touch by one ofhis teammates. Unfortunately, there is no easy solu-tion to the problem of not being able to hear the snapcount and/or quarterback audible (a last minutechange in play) short of some major rule changes.This will be a difÞcult position for an individual withsevere hearing impairment.

The player with hearing impairment, who isunable to hear the count and any audibles, may wantto consider playing a different position. Not knowingwhen the ball has been snapped has the potential tobe dangerous, as he will not know exactly when thecorresponding defensive player is coming. This is notto say that a player with hearing impairment cannotplay on the outer offensive line, however, it will takean exceptional player who can react very quickly.Defense

The defensive player with hearing impairment isin a slightly more advantageous position than theoffensive player with hearing impairment. Not hear-ing the snap count is less likely to cause the defensiveplayer to jump offside. One strategy used by linemenwith hearing impairment is to watch the ball and nottry to hear the snap. The defensive player with hear-ing impairment may not be able to hear the quarter-backÕs audible which can cause a problem. A team-mate may need to tap the player with hearing impair-ment if a change in the opponentsÕ offense occurssince the player may be focusing on the ball.

As with offensive play calls, defensive play callsare generally delivered to the captain who deliversthe play to the rest of the defense. Each possible playshould have a sign associated with it so verbal com-munication is not a necessity. Cornerbacks generallylook at the person they are covering and do not moveuntil that person moves, hence they also do not needto hear the snap count.

Tryouts and PracticeDuring tryouts and practice, the use of assistive

listening devices is appropriate. Game Þlms generallydo not have sound, but it is important to be able tohear the coach as he/she goes over the Þlms. An FMor hardwired system might be helpful in this case.The coach would speak into the microphone on thetransmitter and the player would wear the receiver(coupled to the ear via neckloop and telecoil or directaudio input). Any instruction given while not actuallyplaying can be enhanced with the use of an FM orhardwired system.

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During practice and in drills in which physicalcontact is warranted, hearing aids and/or assitive lis-tening devices should not be worn. Fortunately, muchof what is taught in football is learned throughdemonstration.

The teammates of the player with hearingimpairment should be responsible for alerting him inthe event the coach is trying to get his attention. Theteammates also can be responsible for relaying mes-sages during practice.

All plays that are practiced and will be used ingames, whether offensively or defensively, shouldhave a corresponding sign that everyone knows, notjust the player with hearing impairment. Part of prac-tice should include sending and receiving plays; mak-ing sure the player with hearing impairment is nothaving trouble understanding play calls in a rapid,efÞcient manner. Any taps or touches that will beused with the player with hearing impairment to sig-nify a change in plans also should be practiced.

GolfGolf is an individual sport with strict rules of eti-

quette. Golf is played on a designed course. Theobject of the game is to hit the ball with a club andtry to put the ball in the hole with the fewest amountof swings.

Golfers with hearing impairment are not placedat a disadvantage. The game of golf itself is not anoisy game where communication is constantly free-ßowing. While the golfers are playing, spectators andother golfers are quiet so as not to interfere with theconcentration of the golfer.

CompetitionThe rules of golf prohibit giving advice to any

player except his/her partner. A player can only askfor advice from their partner and the caddies of eitherplayer. Advice is deÞned as Òany counsel or sugges-tion which could inßuence a player in determininghis play, the choice of a club or the method of mak-ing a strokeÓ (United States Golf AssociationRulesbook, 1994). Advice does not include informa-tion given on the rules of golf or any matter that ispublic knowledge (placement of the ßagstick, haz-ards, etc.).

In the instances where advice is allowable, hear-ing aids may be adequate for the golfer with hearing

impairment. Golf courses are quiet environments withlittle background noise to interfere with communica-tion. However, hearing aids can be affected if theyget wet from perspiration or rain. Hearing aids can beprotected from moisture by covering the aid with aspecial latex protector designed for hearing aids (typ-ically available from the playerÕs audiologist). A traditional FM system or a hearing aid with a built-in FM system may be used between a golfer withhearing impairment and his/her partner and/or thecaddy. The microphone of the system can be passedback and forth between speakers. However, the use ofan FM system may put opponents at a disadvantage ifits use is abused. Coaches and other individuals otherthan caddies and partners may have access to themicrophone, thereby, allowing for illegal communica-tion to take place. Strict regulation of the FM micro-phone by the ofÞcials may be necessary to ensure thatno golfer has an unfair advantage. A pregame confer-ence should be used to explain the device, its pur-pose, and who will be using it. At that time, the ofÞ-cials should decide how to regulate its use.

Tryouts and PracticeProper training and instruction are essential to

any sport and golf is no exception. Use of properampliÞcation (hearing aids) may be sufÞcient for thegolfer with hearing impairment. Although this may beadequate for some, a FM system is the logical choicefor those who are not beneÞting from hearing aidsalone because of distance or noise problems. A tradi-tional FM system will be adequate. The golfer maywant to wear the receiver hooked to his/her belt (or ina fanny pack) in back so it wonÕt interfere withhis/her swing. An FM receiver will pick up the trans-mitted signal regardless of where it is worn.

The use of visual examples and demonstrationswould be especially helpful in the instruction of golf.Visual examples would include writing down infor-mation as well as drawings illustrating the instructionthe coach is trying to give. Demonstrations of swingsor putts would be helpful to a golfer with hearingimpairment because they do not have to rely on theirhearing to understand the coachÕs instruction. Thistype of demonstration if worthwhile for all players.

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GymnasticsGymnastics involves individual and team compe-

titions using acrobatic moves on various apparatus.Points are awarded by the judges on the merit of theperformance. Gymnasts with hearing impairmentshould have little problem in participating in thesport.

CompetitionSince gymnastics is such an intensely physical

sport, the use of BTE hearing aids is not recommend-ed while the gymnast is performing. During competi-tions coaching is prohibited while a gymnast is per-forming on an apparatus. In addition to the risk fac-tor, hearing aids are not needed for the gymnast tohear the coach since communication is not allowed.

Communication between coach and athlete usu-ally takes place immediately before or after the ath-lete is scheduled to perform. Last minute advice andencouragement are given prior to the performancewhile praise and sometimes comfort are given after.The gymnast has two options during these times.First, the gymnast with hearing impairment can usehis/her hearing aids and remove them before startingthe performance. However, a noisy atmosphere of agymnastics meet could be detrimental to the gym-nastsÕ ability to communicate. The second option isthe use of an FM or hardwired system (if the onlycommunication will be close to the coach) whichwould reduce the background noise because thecoach talks directly into the microphone. It may bedesirable to use either the FM or hardwired systemcoupled to the ears with earphones. In this way, thegymnast just removes the earphones when itÕs time tocompete. If the systems are coupled to personal hear-ing aids, there is more chance to lose the hearing aidswhen removed.

The only gymnastic event to incorporate music isthe girls ßoor exercise. Typically, the music is loudbut not excessively loud so as to disturb the otherevents that are occurring simultaneously. If the gym-nast with hearing impairment can not hear the music,the coach may request that the music be turned upslightly for this athlete or that the speaker be placedcloser to the ßoor exercise mat (even facing down onto it). The gymnast with hearing impairment may beable to ÒfeelÓ the music if the speaker is closer to thearea of the performance. This should be practicedprior to a competition.

If during the competition, announcements areused to inform the gymnasts and the spectators of theorder of the performance or scores, it is the coachÕsand the gymnastÕs responsibility to assess whether ornot the gymnast can hear the announcement. If not,then the coach or a teammate should inform the gym-nast with hearing impairment of his/her status orscore. A visual scoring system accompanied by anannouncement is typically used in gymnastics. Aslong as the gymnast can see the visual score, theannouncement is not a concern.

OfÞcials should be informed before the meetbegins that an athlete with hearing impairment is per-forming. Any special requests should be stated at thistime. It is essential that the ofÞcials know a gymnastwith hearing impairment is performing not only forsafety reasons but also for any communication chal-lenges that may come in the competition.

Tryouts and PracticePreparation to become a gymnast is long and

hard. Communication between coach and athlete isessential for learning different skills and routines ofthe sport. The gymnast with hearing impairment maynot be able to utilize his/her hearing aids or assistivelistening devices while practicing or training. Visualinstruction and demonstration should be incorporatedinto the training of a gymnast with hearing impair-ment.

Routines, training procedures, and work-outs canbe fully described and illustrated in a written form forthe gymnast with hearing impairment to follow.Instruction that does not require the physical perfor-mance of a skill can be done with the use of the indi-vidualÕs hearing aids or with an FM or hardwired sys-tem. The microphone of the system is worn by thecoach (or whomever is speaking) and the receiver isworn by the gymnast.

JudoJudo is a high contact sport, and as such, the use

of hearing aids or assistive listening devices is con-traindicated. However, strategies can be developedthat allow a competitor with hearing loss to partici-pate in this activity without being at a disadvantage.

CompetitionThe competition area itself is fairly small, rang-

ing from 14m X 14m to 16m X 16m. The ofÞcials in

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a Judo contest include a referee and two judges. Thejudges are located in close proximity allowing foreasy view by the competitors while the referee is gen-erally located within the competition area.Scoreboards are required as well as ßags or visibleelectronic displays to be used by the timekeepers.

Each action taken by the referee is accompaniedby an appropriate gesture. All ofÞcials should beinformed if an individual with hearing impairment iscompeting. The referee needs to understand thathe/she may need to have the individualÕs attentionbefore making an appropriate gesture. Each gestureshould be maintained for several seconds. Eachaction taken by the judges also is accompanied withan appropriate signal.

An audible signal is used to signify the end ofthe contest. The contestant with hearing impairmentmay not hear this signal or the refereeÕs announce-ment. The referee should purposely position him/her-self in view of the athlete when ending the contestand an agreed upon hand signal should be employed.

Tryouts and PracticeDuring practice and tryouts, the individual with

hearing impairment should be located close to thedemonstration area and/or person giving instructions.When not actually competing, the use of assistivedevices and hearing aids is appropriate. One strategywould be to loop the instructional/practice area andgive the coach the microphone. A power outlet willbe required for this system. The athlete with hearingimpairment can listen directly to the coach by settinghis/her hearing aid to telecoil. He/she would simplyhave to remove the hearing aid before engaging in ahigh contact activity. A traditional or built-in BTEFM system also would accomplish the goal.

LacrosseThe relatively large size of the playing Þeld (120

x 70 yards, goals 100 yards apart) and the fact thatthis game is played outdoors are the main reasonswhy communication will be difÞcult for the playerwith hearing impairment. Many of the strategies thatare used with other fast paced sports (e.g., basketball,soccer) apply to Lacrosse and are outlined below.

CompetitionThe lacrose goalie wears a solid/hard face mask,

helmet, throat and chest guard. This type of arrange-

ment does not lend itself to wearing hearing aids setto the microphone setting due to feedback. The goaliewith hearing impairment may need to rely on carefulattention to the action (all goalies rely on this) andhand signals from players and coaches during thegame. During time outs and/or breaks in the game,when the goalie is on the sidelines, either personalhearing aids or assistive listening devices can be usedduring communication.

The rest of the players are not required to wearhead gear but may wear a soft cap/helmet. These capsusually have ear ßaps with cutouts in them to allowplayers with normal hearing to hear through the ßap.If the cutout is positioned such that the microphoneof the hearing aid (regardless of style) is in thecutout, feedback should not be a problem. Again, thishead gear is optional and the athlete with hearingimpairment may not want to use it.

A built-in BTE FM system (FM receiver is builtinto the BTE hearing aid) may provide a partial solu-tion to communication problems between the Þeldplayer with hearing impairment and coach during thegame. A traditional FM receiver may be bulky towear attached to a belt or in a fanny pack on a soccerplayer who is trying to move quickly and who maybe hit by the ball or another player. An FM systemcan only be employed if the rest of the team does nothave any difÞculty hearing the coach. If the playerswith normal hearing cannot effectively hear thecoach, then providing the player with hearing impair-ment with a personal communication device linkeddirectly to the coach would provide an unfair advan-tage. Either an FM or hardwired system is appropri-ate for communication around the bench area (i.e.,during time outs, when the player with hearingimpairment is on the bench).

Substitution is one method for getting a messageto a player. A player wishing to enter a game inprogress reports to the scorerÕs table and gives his/hernumber and the number of the player being replaced.The scorer should be informed if a player with hear-ing impairment is on the team to avoid possible con-fusion during substitution. The player entering thegame can relay any coaching instructions.

The ofÞcials should be notiÞed and given thenumbers of any players with hearing impairment. TheofÞcials start and stop play through the use of a whis-tle which may not be audible to the player with hear-ing impairment. Consistent use of the appropriate

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hand signals for the various penalties is required aswell as patience on the part of the ofÞcial if requestedto repeat a call. The player with hearing impairmentshould be given some leeway if he/she continues toplay after a whistle has been blown. Certain infringe-ments in Lacrosse require a verbal caution to theoffending player. The ofÞcial must make sure that theplayer with hearing impairment knows what she hasbeen penalized for. This may be communicated in anup-close, one-to-one fashion, through an interpreter,or in writing depending on the hearing status andcommunication preference of the athlete with hearingimpairment.

Tryouts and PracticeDuring tryouts and practice, the use of assistive

devices is clearly indicated. If the hearing impairmentis interfering with communication, the coach and theplayer can determine which strategies work best atimproving the situation. A built-in BTE FM system isideal during drills, practice games, and any time thecoach is giving instructions. It reduces the impact ofdistance and noise while permitting unlimited free-dom of movement.

RiferyWith riße competitions, the ability to maintain

communication with others participating in the meetis crucial from a competitive as well as a safetystandpoint. There are strict rules governing rangeoperations during competition in order for the eventto proceed smoothly and safely. Traditionally, interac-tions between the range ofÞcers and the competitorsare of a verbal nature. When competitors with hear-ing impairment are present, however, modiÞcationsmust be made in range protocol to ensure the safetyof all participants. (Note: rules and regulations citedin this chapter were taken from the 1995 NRASmallbore Riße Rules and the 1995 InternationalRiße Rules).

CompetitionCoaching is prohibited in individual matches

while the competitor is on the Þring line. The com-petitor must leave the Þring line in order to conferwith his/her coach. Therefore, communicationbetween the coach and the shooter, while on line, isnot an issue. Communication between the range ofÞ-cers and the competitor with hearing impairment,

however, is an important issue. The suggested proto-col for the execution of a match is as follows:

1. The chief range ofÞcer commands, ÒRelayNO. ___ Match on the Þring lineÓ (competitors taketheir place on the Þring line).

2. The chief range ofÞcer states, ÒThe prepara-tion period starts nowÓ (range ofÞcers check the loca-tions of the competitors).

3. After 3 minutes, the chief range ofÞcer states,ÒThe preparation period has ended.Ó

4. The chief range ofÞcer states, ÒIs the lineready?Ó, after which any competitor may answer,ÒNot ready on target.Ó The chief range ofÞcer willthen respond with, ÒThe line is not ready.Ó

5. If the line is ready, the chief range ofÞcerstates, ÒThe line is ready.Ó

6. The chief range ofÞcer then gives the ÒLoadÓcommand (competitors may load their rißes).

7. The chief range ofÞcer then gives theÒCommence ÞringÓ command.

8. When time is up, the chief range ofÞcer statesÒCease Þring-bolts openÓ (competitors unload theirrißes and leave the Þring line).

9. The chief range ofÞcer then asks, ÒIs the lineclear?Ó (line ofÞcers conÞrm that the line is clear).

10. The chief range ofÞcer states, ÒThe line isclearÓ followed by ÒGo forward and change targetsÓ,ÒRemove your equipment from the line for the nextrelayÓ, etc.

At any time during the match, the range ofÞcerswill command, ÒCease Þring-bolts openÓ if a situa-tion should warrant it (i.e., possible danger to some-one if Þring continues). ÒAs you wereÓ indicates thatthe competitors should disregard the previous com-mand given.

Hearing protection should be worn by all com-petitors regardless of hearing impairment to prevent(further) hearing damage! Even individuals with pro-found hearing loss should wear hearing protection.

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As can be seen from the preceding, it is impera-tive that the competitor with hearing impairment beable to follow the range commands to avoid acci-dents. Even individuals with a mild hearing loss mayhave difÞculty hearing commands due to the presenceof hearing protection devices that attenuate ALLsounds. This problem may be circumvented, for mildlosses, through the use of level-dependent hearingprotection devices. These devices attenuate danger-ously loud sounds while allowing conversationallevel sounds to pass through relatively unattenuatedor mildly ampliÞed. This can be accomplished via apassive or an electronic mechanism. It should benoted, however, that level-dependent hearing protec-tors are a relatively new technology only recentlybecoming commercially available. Many types andmodels currently being sold have not beentested/researched adequately. An audiologist shouldbe consulted if the use of a level dependent hearingprotector is being considered. According to the rulebook, only sound reducing devices may be worn bycompetitors. However, it is felt that level dependenthearing protectors, including those that provide mildampliÞcation, follow the spirit of that rule since loudsounds are attenuated.

Regardless of the type of hearing protectionemployed, there will be many individuals with hear-ing impairment who will not be able to clearly hearthe range commands. One strategy for dealing withsome of the commands, is to wait until just prior tothe Òcommence ÞringÓ command to put on the hear-ing protectors. However, the most crucial commands,when to start and when to stop Þring, will be present-ed while the hearing protectors are in place.

Visual or tactile signaling are not referenced inthe rules book. A visual signal could consist of aseries of different colored lights, different combina-tions of which would light up for each command.This strategy, however, may prove distracting for thecompetitors and would require the shooter with hear-ing impairment to continually look at the lightsperipherally while trying to aim at the target. A morereasonable strategy would be the use of tactile stimu-lation. Tactile devices consisting of a trigger mecha-nism (a variety of buttons that can be pushed depend-ing on what is being communicated). The triggersends an FM signal out to a vibrating wrist band.This may solve these communication problems.When the button on the trigger mechanism is pressed,

the wrist band will vibrate, thereby alerting the shoot-er with hearing impairment. Different patterns ofvibration can be presented and each pattern couldcorrespond to a different range command (i.e., onevibration for cease Þring and several vibrations forcommence Þring). The vibrotactile device can beworn on an ankle if vibration of the wrist impactsshooting ability. Another method consists of a seriesof lights on top of the wrist band that indicate whatbutton was pushed (and therefore what the messageis). Either method will require practice on the part ofthe range ofÞcer, who needs to know which button topress, and the shooter, who needs to know which pat-tern (or light) corresponds to which command. Withsome practice, the competitor with hearing impair-ment should respond quickly and correctly to therange commands.

Another strategy would be to have the competi-tor with hearing impairment Þre his/her match sepa-rately while a coach or teammate stands behindhim/her and gives the commands. The commandscould be given via a tactile system using taps to thelegs. While adequate for the interests of safety, thisstrategy is least attractive for time and sportsmanshipreasons. The competitor with hearing impairmentshould be able to participate in the same manner ashis/her teammates and competitors.

Although a thorough knowledge of range proto-col and the practice of range protocol is indicated forall shooters, the use of special strategies must bepracticed extensively by the shooter with hearingimpairment. The range ofÞcers also must be instruct-ed with regard to the special circumstances of havinga competitor with hearing impairment on the range.Ideally, through the use of assistive devices, this willconsist mainly of pressing the appropriate button in atimely matter.

Physically disabled shooters, according to therule book, have the right to petition the NRA ProtestCommittee for permission to use special equipment,assume a different position, etc. There is no reasonwhy a competitor with hearing impairment should notreceive the same right and be able to petition for theuse of any of the above strategies. With the coopera-tion of the range ofÞcials, the coaches, and the com-petitors, the presence of a shooter with hearingimpairment should not jeopardize the safety of othersnor disrupt range protocol.

Tryouts and Practice

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In addition to the devices outlined above, severaladditional assistive listening devices would be appro-priate for use during tryouts and practice. An FM sys-tem would help the individual with hearing impair-ment to hear the coachÕs instructions and suggestionsduring team meetings, in noisy situations, etc. A hard-wired system is not practical because the coach can-not be too close to the shooter on the Þring range. Ahearing aid alone may be adequate during tryouts andpractice if it is not too noisy and communication isnot over too great a distance. If any type of amplify-ing device is used while the individual or teammatesare shooting, it is essential that the device haveappropriate output limiting so the loud signal doesnot cause more hearing loss. Further, the limitingshould provide good sound quality (e.g., compressionoutput limiting) or the listener with hearing impair-ment will Þnd the sound quality on the shootingrange intolerable.

RowingRowing, as deÞned in the 1995 US Rowing

Rules, is Òthe propulsion of a displacement boatthrough water by the muscular force of one or morerowers....in which the rowers are sitting with theirbacks to the direction of forward movement of theboatÓ (p.2). Crews can consist of one, two, four, oreight rowers. A coxswain can be included in a crewand operates a steering mechanism if present.

CompetitionIn Rowing, as with several other sports (track,

canoeing, etc.), once an event begins, communicationwith coaches and others not in the boat is prohibited.According to the rules, no boat may contain electricaldevices capable of allowing communication with out-side sources. An internal (to the boat) loudspeakersystem is allowed and may prove beneÞcial to arower with hearing impairment. Hearing aid use alsowill help as long as the individual realizes the poten-tial damage that can be caused by water in the hear-ing aid. Attempts at waterprooÞng should be under-taken and the use of recently available waterproofhearing aids should be considered. Speechreadingwill be impossible for the rower as he/she will be fac-ing teammatesÕ backs. The major difÞculties for therower with hearing impairment will relate to the startof the race and communication with ofÞcials.

Once the boats have been aligned at the startingline, the starter polls each boat to see if each individ-ual crew is ready. The starter calls out the name of acrew and if that crew is not ready, the bowperson sig-nals by raising his or her hand into the air. If thebowperson is hearing-impaired and unable to hear thestarter, another member of the crew should beallowed to signal. As with other sports, all ofÞcials,prior to the event, should be notiÞed if an individualwith hearing impairment is competing; especially ifspecial strategies will be employed.

Once the starter has determined that all crews areready, she/he raises a red ßag overhead, calls outÒsetÓ, and after a brief pause calls out ÒgoÓ accompa-nied by a quick downward motion of the ßag to oneside. If during this procedure, the starter believes thestart should not occur, she/he calls out Òas you wereÓ.

The use of a red ßag in connection with the ver-bal commands is a good strategy and would provebeneÞcial to any individual having difÞculty hearingthe commands. Furthermore, for crews of more thanone person, the rower with hearing impairment couldwatch for pre-determined signals, which would bedelivered by a teammate, that would correspond tothe verbal commands (e.g., bring a foot down to sig-nify ÒgoÓ).

Another strategy for alerting the rower with hear-ing impairment (especially if rowing alone) involvesthe use of a special device that vibrates when sig-naled (see Òalerting devicesÓ in the assistive devicechapter). The rower with hearing impairment wears awrist or leg band that vibrates when signaled. This isanalogous to a tactile pager. The device can be madewaterproof by wrapping plastic around it and secur-ing it to the skin with waterproof tape. When thewristband is ÒsignaledÓ by the transmitter, it willvibrate. The transmitter can be controlled by thestarter or an assistant. They simply push a buttonwhen the verbal command is given. The decision onwhich method to use should be made in conjunctionwith the competitor with hearing impairment and therace ofÞcials well in advance of the event.

Communication with the ofÞcials during compe-tition consists of verbal commands as well as the useof a white ßag and audible signals (horn, bell, etc.)An ofÞcialÕs instruction will usually relate to achange in course and is indicated by waving the ßagin the appropriate direction. The referee calls out thecrewÕs name to get their attention. When a crew con-

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sists of two or more rowers, and the individual withhearing impairment is behind someone, he or shecould watch for head turns by a teammate in thedirection of an ofÞcial. As long as the proper ßag sig-nal is given, the rower with hearing impairment willbe able to understand the message. If a crew is told tostop rowing, the rower with hearing impairment willnotice when his/her teammates stop and will soonfollow suit.

When the rower with hearing impairment isalone, the vibrating wrist/leg band technique can beemployed. Each ofÞcial should have a transmittercapable of signaling the device. The ofÞcial couldthen easily obtain the rowers attention and deliverinstruction via visual signals (identiÞed prior to thecompetition).

Tryouts and PracticeSeveral strategies can be employed during prac-

tice to make rowing more accessible to the individualwith hearing impairment. The coach and competitorshould work together to determine which strategieswork best. During periods of instruction on land, anFM or hardwired system in conjunction with a per-sonal hearing aid (depending on noise and distance)can be used.

In crews of two or more individuals, an individ-ual with normal hearing could relay messages fromthe coach when the crew is in the boat. If the coachneeds to talk to the rower during practice, he/she canwear an FM system transmitter while the rower withhearing impairment could use a traditional FMreceiver or built-in BTE FM receiver. It must beunderstood, however, that this strategy comes at therisk of ruining equipment in the event it becomessubmerged or excessively wet.

Again, the use of a vibrotactile wrist/leg band,with the coach having the transmitter device, is agood method of getting the individualÕs attention.This method does not, however, facilitate spokencommunication. If tactile signalling is to be used dur-ing the event, the rower with hearing impairmentshould practice receiving information well beforecompetition.

RugbyRugby is a highly physical game that is generally

played with 15 players on a team (in the U.S.). The

object of the game is to score as many points as pos-sible by carrying, passing, kicking and grounding theball. Considering the physical nature of this sport,BTE hearing aid use is deÞnitely contraindicated dueto the increased risk of physical injury and damage tothe device. An ITE or canal hearing aid may be usedwithout risk of any more injury than any other playerbeing hit in the head. If possible, the inserted hearingaid should have a soft canal, making it more ßexibleif pushed.

Substitution rules are very strict in Rugby. Anunlimited number of players may be substituted inthe event of an injury severe enough so that the play-er can no longer continue. However, according to theUnited States of America Rugby Football Union(U.S.A.R.U.), only three substitutions can be made,for any reason, when the ball is dead. An additionalthree substitutions can occur during halftime. Anyadditional arbitrary substitutions only can be madeduring halftime and only with the permission of thereferee. Therefore, the relay method of getting a mes-sage to a player with hearing impairment via substi-tutes cannot readily be applied in Rugby.

The teammates with normal hearing must beresponsible for getting any messages from the coach-es to the player with hearing impairment. With moresevere impairments, the use of a predetermined set ofsigns may be needed to relay commonly occurringmessages. The teammates must realize that shoutingmay not be an effective method for getting the atten-tion of a player with hearing impairment and thathand/arm gestures may be more appropriate.

As with many other sports, a whistle indicatesthe beginning of a match, halftime, a score, aninfringement, and resumption of play. If the playercannot hear the whistle, then the teammates mustassume responsibility for communicating the appro-priate information to that player. Leeway by the ofÞ-cials should be given in the event the player withhearing impairment keeps ÒgoingÓ after a whistle isblown to stop play. The ofÞcials should be given thejersey number of any players with hearing impair-ment. The appropriate body gestures should be usedby the ofÞcials for all infringements and should berepeated if necessary for the beneÞt of the player withhearing impairment. The touch judge holds up a ßagwhen indicating whether a ball or player has goneinto touch and physically indicates the place of throwin.

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During a scrummage, all players are ÒboundÓ toat least one other player. The teammate who is boundto the player with hearing impairment, through theuse of a predetermined tactile signal, should alert theplayer when the referee gives the ÒEngageÓ call. Thisis especially important if the player with hearingimpairment is in the front row. He or she, after beingalerted, will know to engage and expect the ball toarrive momentarily.

Tryouts and PracticeDuring periods of instruction an FM or hard-

wired system can be used with the coach speakinginto the microphone of the transmitter. During prac-tice games, as in the real game, a BTE hearing aidcannot be worn and therefore an assistive listeningdevice cannot be coupled. The teammates should beresponsible for getting the individualÕs attention forthe coach when necessary. Hands-on demonstrationwill be important and some extra one-on-one timebetween the coach and player with hearing impair-ment may be necessary to ensure that all neededinformation is being delivered.

SkiingSkiing competition consists of starting after a

given command and making your way through a pre-determined course to the bottom of a slope.

CompetitionDuring actual competition, the skier with hearing

impairment is not at a disadvantage compared withhis or her peers with normal hearing. Coaching dur-ing competition is obviously impossible, however,accommodations need to be considered during prac-tice and try-outs.

A visible starting procedure should be used. Thiscan consist of the typical red, yellow, green light dis-play similar to a trafÞc light. As long as a visible dis-play is used for all competitors, the skier with hearingimpairment will not be at a disadvantage.

Tryouts and PracticeDuring tryouts and training, the use of assistive

listening devices is recommended. The coach andskier can determine which strategies work best atfacilitating communication. An FM or hardwired sys-tem would be appropriate any time a coach is lectur-ing.

During training, a built-in BTE FM systemwould allow the coach to talk to the skier while actu-ally skiing. If the coach does not normally talk withskiers while they are skiing, this is not necessary.One-on-one conferences may be more valuable aftera run down the hill, at which time advice could begiven and any demonstration could take place. Ahardwired system using earphones may be best forthis communication. The coach can keep the systemin a fanny pack when the skier is skiing and take itout for communication purposes at the end of a run.There is no physical danger to the skier in wearing ahearing aid, but the hearing aid itself may be dam-aged by severe cold and condensation. Fortunately,much of what is learned in skiing is done by demon-stration.

SoccerSoccer is a team sport that is played over a rela-

tively large area (100 to 120 yards long, 55 to 75yards wide). The teamsÕ benches are located at leastten feet from the touchline. Under these conditions,communication between the coach and a player withhearing impairment will be difÞcult even if hearingaids are used.

CompetitionAccording to the high school Soccer rules book,

both ITE and BTE hearing aids are legal provided thedevice does not create the threat of injury.

If the player collides with another player or theball hits directly into the BTE, the hearing aid casingmay break and cut the player on the outside of thehead. An ITE or canal aid may be used without riskof any more injury than any other player being hit inthe head. The player may have some discomfort if hitdirectly in the ear simply because there is an objectÞlling the ear and it is less ßexible than an open ear.If possible, the inserted hearing aid should have a softcanal, making it more ßexible if pushed. Soccer play-ers have a higher likelihood of being hit in the side ofthe head than other athletes because it is legal to pur-posely hit the ball off of oneÕs head.

There are several methods in which a coach canget a message to a player with hearing impairment. Insoccer, an unlimited number of substitutions isallowed. The substitutes report to the scorer, givingtheir jersey number and the number of the player

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being replaced. The player then remains at the scorertable until beckoned on to the Þeld by an ofÞcial. Forthis reason, both the scorer and the ofÞcials need toknow the numbers of any players with hearingimpairment to avoid possible confusion during thesubstitution procedure. The player with hearingimpairment must remain alert so that he or she isready to visually receive permission to enter thegame. Because of the unlimited substitution rule, anytime a coach needs to get a message to a player withhearing impairment on the Þeld, he/she can send in asubstitute bearing the message.

For commonly occurring messages, a series ofhand/arm signals can be devised. In this case, theplayerÕs teammates are responsible for alerting theplayer if the coach needs help getting his/her atten-tion.

If the players with normal hearing are not havingany difÞculty hearing the coach during game time, abuilt-in BTE FM system can be used. The coachwould speak into the microphone of the transmitterand the player with hearing impairment would hearvia the built-in BTE FM receiver. The coach shouldremember to turn off the transmitter when not speak-ing to the player with hearing impairment, especiallywhen yelling, as this may be uncomfortably loud forthe player. The coach should be instructed thatyelling into the transmitter will most likely makecommunication even more difÞcult for the hearingaid user. As mentioned previously, a player may notwant to wear a BTE hearing aid for safety reasons.

For communication while on the bench or duringtime outs, a hardwired or FM system will reduce theimpact of noise and distance for the player with hear-ing impairment. The infrared system will not workoutdoors and a loop system generally requires apower outlet.

A sign system should be developed and learned,by every member of the team, for the purpose ofcommunicating certain messages during competition.The players with normal hearing need to know thatyelling may not be an effective method of gettingtheir teammateÕs attention. Waving oneÕs arms mayprove more effective.

The ability to understand the ofÞcialsÕ calls isimportant for the player with hearing impairment. Awhistle is blown at the occurrence of each foul and isused to start and stop play. The referee should accom-pany each whistle with the appropriate hand signal

for each call and should repeat the call for the beneÞtof the player with hearing impairment if asked. Thereferee should give the player with hearing impair-ment some leeway if he/she continues to play after awhistle has been blown as he/she may not have heardit. A visible timing device should be employed. TheplayerÕs teammates are responsible for making suretheir teammate knows when the two minutes left sig-nal has been given toward the end of each half.

Tryouts and PracticeDuring tryouts and practice, the use of assistive

devices is indicated. If a hearing impairement is inter-fering with communication, the player and coach candetermine which strategies work best at improvingthe situation. A built-in BTE FM system may be idealduring drills, practice games, and any time the coachis giving instructions. Remember that players can behit in the head even during practice games so theplayer may want to remove the hearing aid duringplay. Also, the player, coach, and teammates shouldconduct at least some practice under game-like condi-tions (using hand signs, etc.).

SoftballSoftball is a team sport with 10 active players.

Softball involves pitching, hitting, throwing, andcatching a ball and is played on a diamond-shapedÞeld outdoors. Runs are scored when a player crosseshome plate.

Like baseball, softball relies heavily on signs andsignals and, therefore, can easily accommodate ath-letes with hearing impairment. Communicationbetween players and coaches during a game ßowsfreely which in turn does not limit or disadvantagethe player with hearing impairment.

CompetitionDefense

The outÞelder with hearing impairment is theplayer furthest from the ÒactionÓ. The home plateumpireÕs calls will be difÞcult to hear and see fromthe outÞeld. In this case, some help from an inÞelderis needed. After each pitch, the inÞelder could usesimple hand signals to indicate the call of the umpire.For example, if the left Þelder is the player with hear-ing impairment, the third baseman could raise hisright hand for a ball and his left hand for a strike. TheoutÞelder with hearing impairment would then be

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able to keep track of the pitch count. It is importantto practice this before game time so the pitcher is notthrown off by the third basemanÕs movements.

Communication from the coach to the outÞelderusually relates to Þeld position. Once the coach earnsthe playerÕs attention (with some help from aninÞelder, if necessary), he/she uses body languageand hand movements to direct the player to thedesired position. According to the high school soft-ball rulebook, ampliÞers and bullhorns may not beused for coaching purposes. The player with hearingimpairment could be instructed to glance toward thedugout between each batter.

Play calls by the Þeld umpires are accompaniedby the signals for ÒsafeÓ or ÒoutÓ and are often exag-gerated. The player also can look to see if the runnerexits the Þeld or remains on base if the call by theumpire was missed. The outÞelder should have notrouble with this aspect of the game. It is customaryfor teammates to periodically remind each other ofthe number of outs in the current inning.

The inÞelder with hearing impairment is at aslight advantage by being closer to home plate. Aslong as the plate umpire consistently accompanieseach pitch call with the appropriate hand signal, theinÞelder will be able to keep track of the pitch count.Again, communication from the dugout usuallyrelates to position and can be accomplished byobtaining the playerÕs attention and relaying via ges-tures. If a teammate sees the coachÕs instructions arenot being understood, he/she should call for ÒtimeÓand relay the message.

Communication between a pitcher and catcher isheavily dependent on signs, usually relating to whattype of pitch should be thrown and where. This istrue of both slow-pitch and fast-pitch softball. Verbalindication is not useful since the batter would knowwhich pitch was coming.

With the proper gestures on the part of theumpire, the pitcher with hearing impairment shouldnot have difÞculty with the pitch count. A catcherwith severe hearing loss, however, may have difÞcul-ty seeing as well as hearing the call due to his/herposition facing away from the umpire. One strategyto circumvent this problem would be a simple signsystem, between the pitcher and catcher, with thepitcher indicating whether the pitch was a called ballor strike. In the event of the catcher dropping the ballon a possible third strike, the catcher may want to

throw to Þrst immediately instead of waiting for thepitcher to signal the call.

According to the rulebook, each team, while ondefense, is allowed three charged conferences withinseven innings (the length of a high school game) andone in each extra inning. If the pitcher is removed asa result, the conference is not charged. When one-on-one communication is necessary, any player or coachmay call ÒtimeÓ so that they may have a conference.However, by using some common sense communica-tion strategies, charged conferences as a result of notbeing able to hear should be a rarity. Any time ÒtimeoutÓ is called, it is the responsibility of the teammatesto notify the player with hearing impairment if he/shehas not noticed.Offense

There are two coachesÕ boxes on the Þeld, one atÞrst base and the other at third. The batter generallyreceives instructions (i.e., bunt, take a pitch, etc.) inthe form of signs. This form of communication isideal not only from a secrecy standpoint, but for theplayer with hearing impairment as well.

Helmets are a challenge for every hearing aidwearer. In junior and senior high school softball, theteam often owns four battersÕ helmets (one for eachof the three potential basemen and one for the hitter)that have plastic shields over both ears as opposed toa shield only over the ear facing the pitcher. Someplayers own their own helmets in order to get a betterÞt. Rules generally dictate that the players wear thehard helmets around the bases. The problem is thelikelihood that the hearing aid will feedback becausethe helmet is so close to the microphone. There areseveral solutions a hearing aid wearer may want totry if he/she wants to wear the hearing aid(s) duringoffense. Ideally, a custom helmet should be used thatonly has one ear ßap (facing the pitcher). The batterwould then use the opposite hearing aid. If he/shenormally uses the hearing aid that would now beunder the ßap, the aid should either be removed orturned off to avoid feedback. If the student is an ITEuser, it might be possible to have a ßap (and helmet)made with the hole in the ßap positioned right overthe microphone. If the hole is wide enough and someextra sponge padding in inserted around this area youmay not get feedback. You can try this with a BTE aswell (the hole would be up above the top of the ear)but the extra bulk of the BTE case may be uncom-fortable.

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In the case of a more severe hearing impairment,the batter may not be able to hear the umpireÕs call. Ifthe batter does not turn in time to see the call, he/shemay ask the umpire to repeat it. As a courtesy, theumpire should be forewarned that a player with hear-ing impairment is participating in the game and thatcalls may have to be repeated. The same applies forcalls made by the Þeld umpires. The player may nothear or see if he was called safe or out. In addition,the base coaches could help the batter/runner withpitch calls and base calls.

While on base, communication is accomplishedvia signs (i.e., steal, hit and run, etc.). WheneverÒtime outÓ is called, it is the responsibility of the basecoaches to inform the runner with hearing impair-ment. One charged conference is allowed per inningwhile on offense.

Assistive listening devices, as discussed earlier,would not be appropriate during game time. Forexample, by using a built-in BTE FM system, thecoach would be able to talk to the player with hearingimpairment in secrecy. In an actual game, if a coachwants to speak directly to a player without having aconference charged, it is at the expense of havingeveryone else hear. Clearly, a built-in BTE FM sys-tem would give the team an unfair advantage.

Tryouts and PracticeDuring tryouts and practice assistive listening

devices would be appropriate. An FM system wouldallow the player with hearing impairment to hear thecoachÕs instructions/suggestions during team meet-ings, when the player is in a remote location from thecoach and in noisy situations. A built-in BTE FM sys-tem for the player would be ideal as the conventionalÒwalkmanÓ type receiver might get in the way duringphysical activity. A traditional FM receiver (case canbe contained in a fanny pack) that couples to a hear-ing aid via a direct wire or neckloop can be used andmost likely wonÕt be too cumbersome given thatplayers arenÕt generally crashing into each other. Thissystem also can be used during time outs or when theplayer is on the bench in a real game.

SwimmingAthletes with hearing impairment can easily par-

ticipate in swimming and not be greatly disadvan-taged by their hearing loss. Communication between

athlete and coach during a meet occurs before andafter a race. The rules of swimming prevent coachesfrom using communication during a race especiallyfor instructing the swimmers on how to swim.Practice is where the most communication takesplace for swimming.

CompetitionSince swimming involves submersion in water,

consistent verbal communication during a race is vir-tually impossible. The swimmer with hearing impair-ment is unable to wear hearing aids in the pool andmay not hear any verbal instructions. Some swim-mers today choose to wear custom-made swim plugsthat further attenuate sound. It should not be expectedof a swimmer with hearing impairment with or with-out swim plugs to hear sound for the purpose of com-munication.

In most swimming competitions, the followingauditory signals are used: 1) a whistle is blown to callthe swimmers to the starting block where they willdive in to start the race or where they will enter thewater where some swimmers prefer to start the backstroke; 2) the ofÞcial asks if the judges and timers areready; 3) swimmers are told to Òtake your markÓ atwhich time they assume their starting position andare ready to start the race; 4) a gun is sounded toindicate the start of the race; 5) the gun is sounded asecond time to call the swimmers back to the startingposition if a false start (somebody left too early) isidentiÞed.

Depending on how busy the coach is at a meet,either the coach, assistant coach, or team helpershould be responsible for keeping the swimmer withhearing impairment advised of any auditoryannouncements. These would include current stand-ings, any change in order of events, and when theswimmerÕs event is being called to the blocks. Unlessthere are special circumstances, swim meets follow avery predictable order and the meet sheet (program)lists the order of events. The swimmer with hearingimpairment should be expected to be familiar withthe order so he/she knows when his/her event is com-ing up.

The swimmer with hearing impairment may nothear the ofÞcial ask the judges and timers if they areready. This will not put them at a disadvantage, butthe swimmer should be aware that this is the order ofevents. A delay is generally caused because someoneis not ready. If there is a delay, the coach (or assis-

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tant) should be allowed to inform the swimmer withhearing impairment who is standing on the blocks inorder to prevent undue anxiety caused by not know-ing what is happening. The swimmers on the blockswith normal hearing will know what the problem isbecause they have the opportunity to overhear theofÞcials.

Finally, the swimmers are told to Òtake yourmark.Ó When a swimmer with hearing impairment isin a meet, this should be communicated by raising aßag. The ßag can be dropped to indicate the start ofthe race. This can be done in conjunction with thegunshot or not. It is best to do both because the ath-letes with normal hearing may not have practicedwith the visual signal and needing to look may throwoff their starting position. In order to be consistent,the ofÞcal should use the visual signal in all of theevents during the meet whether the athlete with hear-ing impairment is swimming or not.

Some systems are set up to ßash a strobe lightinstead of or in conjunction with the gun shot to startthe race. Most swimmers currently are used to thissytem. This is adequate for starting the race, but doesnot tell the swimmer when to take his/her mark. Thiscan be accomplished by a tap on the shoulder by afellow teammate standing behind the blocks rightwhen the ofÞcial states Òtake your mark.Ó It is prefer-able, however, for the ofÞcial to use a visual signaleven if itÕs just the raising of a hand.

The auditory false start signal will most likely gounnoticed by the swimmer with hearing impairmentbecause he/she is swimming at this point and theremay be a great deal of crowd noise. A coach or team-mate may need to wave from the sidelines to signalthe swimmer. A ßag can be dropped into the waterinfront of the swimmer or a bright lap marker can belowered into the water at the end of the lane. Thegoal is to notify the swimmer as quickly as possibleso he/she does not waste a great deal of energy thatwill be needed for the real race and to avoid delayingthe event unnecessarily.

At different levels of competition, a false starthas different consequences. At some levels, severalfalse starts are allowed before anyone is disqualiÞed.At other levels, one false start disqualiÞes a swim-mer. No special leeway should be afforded the swim-mer with hearing impairment as long as the startingsignal is appropriate for that individual.

The ofÞcials should be made aware of the swim-mer with hearing impairment and which eventshe/she will be swimming in. This will prevent anyconfusion or problems that may occur. The ofÞcialsmust know of any difÞculty by the swimmer withhearing impairment in hearing the signaling devicesand any recommendations on how to accommodatethis athlete. In addition, the ofÞcials should beinformed of the presence of any additional personnelon the pool deck whose purpose is to notify theswimmer with hearing impairment of the start of therace or a false start. Whatever signals are going to beused should be clearly explained to all ofÞcials andswimmers at the beginning of the meet.

At other times during a meet, the swimmer withhearing impairment can use his/her normal ampliÞca-tion method. If the swimmer wears hearing aids, thehumidity of the pool area may cause the hearing aidto malfunction. Waterproof hearing aids may be bene-Þcial in this situation if they are appropriate for theindividualÕs hearing loss. These aids are not trulywaterproof and should not be submerged in the water.Additionally, a FM system (by itself or incorporatedinto the hearing aid) or a hardwired system can beused for the swimmer to communicate with his/hercoach and teammates. If the individual with hearingimpairment does not wish to have his/her hearingaids poolside (risk of loss or water damage), inexpen-sive earphones can be used with either system.

Any devices used in the pool area (personal hear-ing aids or assistive devices) should be placed in adehumidifying kit (e.g., DryAid“) to help removeinternal moisture. These kits can be obtained fromany audiologist.

Tryouts and PracticePractice is where much of the communication

involved in swimming occurs. Since some instructionand guidance must occur in the pool, the importanceof illustrations and demonstrations can not be over-stated. In or out of the pool, these techniques can beused in teaching strokes and techniques, for example,to ensure proper understanding of coachÕs instruc-tions. Training procedures and work-outs can be fullydescribed and illustrated in a written form for theswimmer with hearing impairment to follow.Instruction that takes place outside of the pool(including dryland exercises) can be facilitated withthe use of the individualÕs hearing aids or with theFM system described in the competition section. The

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microphone is with the coach (or whomever is speak-ing) and the receiver is worn by the swimmer withhearing impairment.

There are special waterproof headsets that can beworn in the water. These headsets receive an FM sig-nal from a microphone outside of the water (from thecoach). The coach has a volume control so the signalcan be made more intense if needed. We have triedthese with a few swimmers (they would be used inpractice, not competition) and they were found to bevery bulky. Several swimmers expressed that theywould not want to practice in one condition whileracing in another. These devices might be more valu-able when teaching an individual to swim.

Table TennisTable tennis, popularly known as ping-pong, is a

singles or doubles team sport that is played on a tablewith a low net stretched across the middle. A ball ishit back and forth across the net with a paddle-typeracket until the ball is unreturnable.

CompetitionTable tennis competitions are played indoors and

easily accommodate athletes with hearing impair-ment. Communication with coaches is free-ßowingbut limited to between games. During a game, a play-er may confer with a doubles partner but not withcoaches.

Since communication during a competition islimited, the use of the playerÕs own hearing aids maybe adequate for communication with a partner duringplay or during between game conferences. If compe-titions are very noisy, the athlete with hearing impair-ment may want to use a hardwired or FM system dur-ing between game conferences. The microphone ofthe system is held near the speakerÕs mouth therebyreducing the input of background noise. These sys-tems will not help with doubles communication dur-ing competition. The doubles partners should usepractice time to work out a set of hand signs to com-municate essential messages during competition.

Tryouts and PracticeDuring practice, the use of an FM system would

be appropriate and one with a receiver built into thehearing aid (built-in BTE FM) would be ideal sincethe body-pack type receiver might be awkward whenthe player is swinging the racket. The receiver built-

in to the BTE eliminates any wires or bulky instru-mentation to interfere with the course of play.

TennisTennis has strict rules about communication

between players and coaches while a game is inprogress. The only communication allowed isbetween the players and the umpires. Communicationin practice is essential for the proper learning of thesport. Athletes with hearing impairment should beable to adapt to the communication rules of tennisand not be placed at a distinct disadvantage during agame.

CompetitionIn game situations, no communication between

players and coaches is allowed during individualmatches. For team competitions, coaching may occurby the captain sitting on the court but only during thechanging of ends at the end of a game. Conventionalhearing aids should be effective for this situation ifthe communication area is not too noisy. However,perspiration from the continuous play may cause thehearing aids to become nonfunctional. A waterproofhearing aid can be used by the player with hearingimpairment if the aid is appropriate for the individ-ualÕs hearing loss. Alternatively, the player may wantto use a latex cover that can be pulled over the BTEhearing aid during competition.

During doubles play, the use of hand signals andshort conferences between points often occur. Handsignals are used to call plays or inform the other part-ner of the position in which he/she should stand.These signs should be practiced before competition.

Communication between the players and theumpires is necessary at certain times during thecourse of a match. It is suggested that hand signals orhand-held cards be developed to make the playeraware of the current standing of the game. Hand sig-nals or score cards can be held up by the chair umpireto update the player with hearing impairment on thescore, who is serving, or to reafÞrm a line judgesÕcall. If the player with hearing impairment has tocommunicate with the umpires, effective communica-tion may be achieved through the use of the playerÕshearing aid if the player is close to the umpire whencommunicating.

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In the case of the player who does not wear hear-ing aids during competition, communication betweenplayer and umpire may be facilitated through the useof a battery operated FM or hardwired system withearphones. The system must provide enough ampliÞ-cation for the player to hear the umpire so that effec-tive communication is achieved. This should be test-ed before competition. An FM or hardwired systemwith direct audio input into the playerÕs hearing aidalso can be used in this situation if this capability isavailable on the hearing aid. Its use would have to becontrolled by the umpires since communication islimited during games. Use of an FM system by playerand coach during play would be illegal according tothe rules of the sport.

Calls by the line umpires may come from behindthe athlete with hearing impairment. A hand signalfrom the line judge opposite (to the front of) the play-er with hearing impairment especially to signify thatthe ball was out may be necessary. The player maynot hear a call so hand signals by all of the ofÞcialswill aid the player with hearing impairment. Thehand signals should be agreed upon and reviewedprior to the match.

Tryouts and PracticeUse of a hearing aid with a built in FM system

(built-in BTE FM) during practice and tryouts wouldallow the player with hearing impairment to hear thecoachÕs instructions. A traditional FM receiver wouldbe cumbersome for the player because the device andwires may interfere with play. The assistive device isappropriate for team meetings and discussions andother noisy situations. An FM system lets the athletewith hearing impairment hear the speakerÕs voicewhile reducing the interference of the backgroundnoise.

The use of visual examples and demonstrationswould be especially helpful in the instruction of ten-nis. Visual examples would include writing downinformation as well as using illustrations.Demonstrations are easily performed and valuable toall players.

VolleyballVolleyball is a 2 team sport with 6 players per

team on the court during play. Volleyball involvesserving a ball over the net where the other team uses

their hands and arms to keep the ball in play andreturn it back over the net. Points are scored to theserving team when the non-serving team does notclear the ball over the net or the ball travels out-of-bounds prior to hitting the court or being hit by theserving team.

While the players are on the court, signs andhand signals are used by the players to call plays andby ofÞcials to inform the players and coaches of thestatus of the play or game. Free ßowing communica-tion between players, coaches, and ofÞcials isallowed in volleyball. The use of hand signals doesnot place the player with hearing impairment at a dis-advantage, however, the free ßowing verbal commu-nication may be easily missed.

CompetitionThe volleyball player with hearing impairment

can communicate with his/her teammates using handsignals during a game. Plays are often called usinggestures. It should be the responsibility of the playerwith hearing impairment as well as his/her teammatesto ensure that this player is aware of the play and thestanding of the game. The visual scoreboard can beused by the player with hearing impairment to keepapraised of the game standings.

Whistles are often used by the ofÞcials during avolleyball game for such events as serves, dead balls,time-outs and substitutions. For all of these events, avisual signal accompanies the whistle except for deadballs. The visual signals are all described in the vol-leyball rulebook. Again, a designated player on thecourt can give a signal to the player with hearingimpairment regarding events that may be easilymissed. During the prematch conference, the coachmust emphasize the importance of using visual sig-nals in addition to the whistles by the ofÞcials. Incases where the player with hearing impairmentwears hearing aids during a match, it must not beassumed that he/she can hear everything includingthe whistles. Noise from the crowd will greatlyimpact what is audible to the player with hearingimpairment. The suggestions stated above should stillbe followed.

Communication between coach and player is notprohibited as it is in some sports. Coaches often com-municate verbally and visually with their players.Hand signals are recommended because verbalinstructions may be missed. In instances where verbalinstructions are necessary, the coach may consult

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another player who can relay the information to theplayer with hearing impairment on the court. Anotheralternative is a loop system at the home court gymna-sium. This requires an ampliÞer plugged into an out-let. This would allow the player with hearing impair-ment to use his/her hearing aids set to telecoil duringplay in order to hear the coach who would wear abattery operated microphone that sends an FM signalto the ampliÞer that drives the loop of wire. There are2 downfalls to looping the gym. The Þrst is that sincevolleyball is such an active sport with constant move-ment and jumping, a behind-the-ear hearing aid mayßop around and be bothersome. A product calledHuggieAid“ can be used to secure the BTE hearingaid to the head. These can be obtained from any audi-ologist. An in-the-ear hearing aid would eliminatethis problem, however, a direct hit to the ear (fromthe ball, ßoor, or another player) will be very uncom-fortable. Secondly, the loop system will only be bene-Þcial to the player with hearing impairment at homegames. An alternative method of communicationwould still be necessary for away games.

If a penalty is issued during a volleyball game,yellow and red cards are shown. Typically, verbalindication of the recipient of the penalty is offered. Acoach may request that the ofÞcials use hand signals(indicating the playerÕs number) and point to indicatewho a penalty is issued to.

The three most common verbal expressions dur-ing the volleyball match occur between players indi-cating 1) that the ball is headed out of bounds - donÕthit it, 2) that the ball is going to be in bounds - youbetter try for it, and 3) my ball - IÕm going to hit it,donÕt run into me. Depending on the level of the indi-vidualÕs hearing loss, one word expressions (withsounds in his/her hearing range) may be determinedthat will allow for these communications. Use thegraph in the ÒEar, Hearing, and CommunicationÓchapter and the studentÕs hearing data to determinewhat sounds are audible. Now create words for eachof the three situations using the audible (but different)sounds. Remember, there can be a lot of noise in theactual game situation. YouÕll need to practice thecalls in noise to make sure theyÕre still audible. Anexample of this strategy is detailed in theÒCommunication Needs AssessmentÓ chapter. If audi-ble calls cannot be created, the athlete with hearingimpairment will have to pay close attention to theball position and the movement of the other players.

According to the rule book, each team is allowedtwo time-outs per game. It is important to use what-ever means possible to convey information to theplayer with hearing impairment. Signals and simplecommunication strategies (such as looking directly atthe player with hearing impairment) will aid the play-er in understanding the information. If the coach dis-cusses plays, use of paper and pencil drawings or anerasable marker board will assist all players, not onlythe athletes with hearing impairment, in understand-ing the directions of the coach. Hearing aids or assis-tive devices designed to eliminate background noise(FM or hardwired) can be used during time outs.

Tryouts and PracticeDuring practice and tryouts, assistive listening

devices should be used. Use of a BTE hearing aidwith a built-in FM receiver during practice and try-outs would be ideal. A traditional FM system wouldbe cumbersome for the player because the device andwires may interfere with play. In addition, the use ofthese devices is appropriate for team meetings anddiscussions and other noisy situations. An FM systemallows the athlete to hear the speakerÕs voice whilereducing the interference of the background noise. Ifthe player does not wish to use assistive devices dur-ing tryouts, time should be taken to make sure thatthe student with hearing impairment knows exactlywhat is expected of him/her. At least some time inpractice should be devoted to mimicking the gamesituation. For example, if hand signals are going to beused to call plays, they should be used in practice.

Water PoloWater polo is a game played in a swimming pool

by 2 teams. Each team must attempt to score pointsby moving a rubber ball down the pool and throwingor pushing it into the opponentÕs net.

Water polo can be adapted to accommodate aplayer with hearing impairment. The necessary modi-Þcations to the rules do not require any signiÞcantchanges to the existing set-up of the game.Communication during a game is mainly betweenplayers except during time-outs and between periods.

CompetitionSince water polo is a fast-paced game that is

played in the water, hand signals should be devisedfor communication with a player with hearing impair-

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ment. The water polo player with hearing impairmentwill not be able to use ampliÞcation or assistive lis-tening devices in the water. Play calling and anyother necessary communication must be relayedusing a signaling system. The player must be awareof his/her position and where the ball is at all timesbecause he/she may not be able to hear the yells ofteammates for this information. Even water poloplayers with normal hearing will have difÞculty hear-ing because their ears are under water part of thetime, water is splashing around them, they are mak-ing noise swimming quickly, and crowd noise is everpresent.

The game is started with a whistle blast. The ref-eree throws the ball onto the center line and bothteams (previously lined up near their goals) swimtoward the ball. Swimming cannot start until thewhistle is sounded. Instead of a whistle or in conjunc-tion with the whistle, a ßag can be raised over headto indicate the start.

After a goal is scored, the game is restarted by awhistle blow. The team that didnÕt score has the ballat the center line and can start moving the ball assoon as the whistle sounds. Again, a ßag wave cansupplement the whistle blow. This technique shouldbe used consistently regardless of the position or theteam membership of the player with hearing impair-ment.

A whistle is blown to indicate a technical foul(e.g., submerging the ball, pushing off the bottom,etc.) and a plackard or ßag with the cap color of theteam who should start play with the ball is held up.The ball is quickly given to the player that was fouledand he/she immediately starts the action from thepoint of the foul. This is very different from mostsports where an ofÞcial receives the ball and gives itto the correct team in a special location. The playerwith hearing impairment may not hear the whistle. Ifhe/she is the one who was fouled, the ball will behanded to him/her and it will be obvious as to whattranspired. If he/she is the offender, he/she may keepplaying without handing the ball over. The best solu-tion will be for the referee to wave the ßag indicatingthe cap color of the recipient. Alternatively, a team-mate can use a hand signal to indicate the turnover.

When a personal foul is committed (holding,sinking a player, etc.) the referee calls out the capnumber and team color of the offending player, pointswith the free hand to the site where the ball is to be

put into play while pointing down to the water withthe ßag. Play is restarted when the referee raises theßag overhead (this is done when the ejected playerbegins to leave the area of play). This sequence ofevents will be obvious to the player with hearingimpairment because play will stop and visual signalsare used. If the player with hearing impairment is theone committing the personal foul, he/she may keepplaying, not realizing that the personal foul call wasmade. The referee can wave a ßag to get his/herattention or a teammate can alert the player.

If an action has been taken that warrants a penal-ty throw, the goalie and player get into place near thegoal. The goalie is allowed to move and the player isallowed to attempt to score only after the refereesounds the whistle. If a player with hearing impair-ment is involved in this scenario, a ßag should beraised overhead in conjunction with blowing thewhistle. The referee should be standing in a place vis-ible to either the goalie or shooter depending onwhich player is hearing impaired.

Play is stopped with the sounding of a signal,usually a blank pistol, horn, or whistle. These signalsmay not be audible to the player with hearing impair-ment, so a different method of alerting may be neces-sary. This may include incorporation of a visualdevice (ßashing strobe), hand signals by the ofÞcialsor the playersÕ teammates, or waving a ßag.

Some swimmers and water polo players todaychoose to wear custom-made swim plugs to keepwater out of their ears. All of the visual signalsdescribed above will help these players as well.

The ofÞcials should be informed that a playerwith hearing impairment is on the team and whathis/her number is. A whistle or signal may not beheard by the player with hearing impairment whomay continue to play. In instances where this occurs,the ofÞcials should give leeway to this player due tohis/her inability to hear the signal. The ofÞcialsshould be informed in the pregame conference thatthe consistent use of appropriate hand signals (or ßagwaving) is necessary and that repetition of calls maybe needed for the player with hearing impairment.OfÞcials also must be aware that if a foul is commit-ted by a player with hearing impairment and theyissue a penalty where a verbal caution is warranted,the ofÞcial must ensure that the message is under-stood by the player.

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The coach is allowed to communicate to playersby yelling from the side of the pool. However, withthe pace and nature of this sport, the message is notalways received. Substitution is another way in whicha message can be relayed to players (including butnot limited to the player with hearing impairment). Asubstitute player can enter the game in any mannerand from any location. It would be advantageous tothe team if a substitute who has a message from thecoach for the player with hearing impairment enterthe game at a place near this player. A player in thepool can indicate to the player with hearing impair-ment that he/she is being substituted.

During time-outs or when the player with hear-ing impairment is not in the game, communication onthe pool deck area may be necessary. During time-outs the coach may use illustrations to depict playsand strategies to be used by the team. If verbal com-munication is necessary, the coach should face theathlete when talking and should not talk rapidly eventhough the time-out period is short. A hardwired sys-tem using inexpensive earphones may be used forauditory communication. This device will reduce theimpact of crowd noise and provide ampliÞcation tothe athlete. It can be left on the bench during play.

Tryouts and PracticeInstruction in tryouts and practice will most like-

ly occur while the players are in the pool. The coachshould try to do as much instruction and training onland as possible. For the times where this is not pos-sible, the importance of illustrations and demonstra-tions can not be overstated. In or out of the pool,these techniques can be used in teaching strategiesand techniques of play. Some coaches videotape pre-vious games to show examples of what to do andwhat not to do. Training procedures and work-outscan be fully described in a written form and illustrat-ed for the player to follow.

Instruction that takes place outside of the pool(including dryland exercises) can be facilitated withthe use of the individualÕs hearing aids or with an FMor hardwired system. The microphone would be withthe coach (or whomever was speaking) and thereceiver would be worn or held by the player withhearing impairment. If the player will be going fromland instruction into the pool continually and quickly,the use of easily removable, inexpensive earphonesshould be considered.

WeightliftingWeightlifting is an individual sport involving the

use of different methods of lifting weights of varyingdegrees of heaviness. Since this sport relies on thestrength of an individual, an athlete with hearingimpairment can easily participate in this sport.Communication between coach and athletes is essen-tial during training but in competitions it is limited.

CompetitionBefore the competition, the competitors are

called into the weigh-in room one by one. If theweightlifter with hearing impairment is unable tohear his/her name called, the coach should indicatewhen to enter the room. There is no penalty to thecompetitor for not being present when his/her nameis called, however, to prevent any potential problems,a coach should be present to ensure proper weigh-inand communication between athlete and ofÞcial.

After the weigh-in, a weightlifter waits forhis/her name to be called by an announcer. In addi-tion to his/her name, the announcer indicates theweight of the barbell and the number of the attemptto be made. With the use of his/her hearing aids, theweightlifter may be able to hear the announcer. Inthis case, no prompting by a coach or teammate isnecessary. The weightlifter should be able to wearhis/her hearing aids while lifting unless it is deemedhazardous by the ofÞcials. In the event that the liftercan not hear the announcer, it may be necessary for acoach or teammate to indicate to the competitor withhearing impairment that it is his/her turn. Thisinformer can use a written list to indicate which liftand the attempt number that was stated by theannouncer. The weight that was announced is thendisplayed on an attempt board. Any discrepancy maybe disputed by the coach or competitor with the ofÞ-cials. Once a competitorÕs name is called, one minuteis allowed between the time of the announcement andthe beginning of a lift. At the 30 second mark, awarning signal is sounded. It is of the utmost impor-tance that the competitor with hearing impairment beaware of the announcement of his/her name so thathe/she is not eventually penalized or disqualiÞed dueto time limitations.

A competitor may chose to increase or decreasethe weight of the lift, he/she can do so by notifyingthe ofÞcials of the request. Since a coach also cannotify the ofÞcials of the request, a competitor may

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wish for the coach to do so or at least be present inthe event that questions may arise.

As with many sports, communication betweenthe coach and the weightlifter is not allowed whilethe athlete is actually competing. Communication inweightlifting is limited to the times before and afterthe competitor is lifting. The weightlifter should usehis/her hearing aids if he/she can understand thecoaches and teammates with them. An FM systemalso may be used (to reduce the interference of back-ground noise) but must be removed while he/she iscompeting due to the possibility of instruction fromthe coach.

At the end of the competition, the names of thecompetitors in the Þrst 6 places are announced. If novisual display accompanies the announcement, thenthe coach or teammates should notify the individualof his/her standing.

Tryouts and PracticeMost of the instruction involved in weightlifting

is given in practice. The use of hearing aids and/orFM systems in practice are appropriate and may benecessary for good communication. An FM systembuilt into the hearing aids (built-in BTE FM) is theideal method for communicating instructions andguidance. This system will allow the coach to be at adistance from the weightlifter and still be able to beheard in a noisy environment. The microphone of thetransmitter will be with the coach and the receiver isbuilt into the hearing aid so no external equipmentand wires will interfere with the lifts.

During training, the same instrumentation can beutilized. In addition, illustrations and written instruc-tions of training procedures and work-outs may benecessary in the event that the athlete cannot, forsome reason, use this equipment in order to hear.

WrestlingWrestling is a one-on-one sport and easily can

accommodate athletes with hearing impairment.During an actual match, very little communicationoccurs. However, during tryouts and practice, com-munication is an important part of training.

CompetitionDuring dual meets, the coaches are restricted to

an area that is at least ten feet from the edge of themat (during tournament competition, two coaches are

permitted on chairs on the edge of the mat).Therefore, coaching is usually done from a distanceof at least ten feet. At this distance, individuals withnormal hearing will be able to hear the coach, howev-er, a wrestler with hearing impairment may have dif-Þculty hearing the coach depending on the degree ofhearing loss and the environmental conditions.

Hearing aid use is not recommended due to thenature of the competition and the possibility of injury.Also, the wrestlerÕs protective headgear would likelycause a hearing aid to feedback (whistle) making ituseless. Allowing the coach to be located next to thematch, as in tournament competition, would be a rea-sonable accommodation. The opposing wrestlerÕscoach also should be allowed to sit near the mat.Special methods are employed for blind/visually-impaired wrestlerÕs, and the same considerationshould be given to those with a hearing impairment.

Wrestling starts and stops with the blow of therefereeÕs whistle. Although the referee is always inclose proximity to the wrestlers, depending on thedegree of hearing loss, the wrestler with hearingimpairment may not be able to hear the whistle. Adifferent acoustic signal (i.e., horn) may be more eas-ily heard by the wrestler. A visual cue is not helpfulsince the wrestlerÕs face may not be in a position tosee the signal (i.e., facing the mat). One strategywould be to use a tactile signal to cue the wrestlers.Banging on the mat would be a simple method ofproviding a signal that could be felt by the wrestlers.The ofÞcial should be notiÞed of the wrestlerÕs hear-ing impairment and should give some leeway if thewrestler does not stop immediately after being sig-naled.

Tryouts and PracticeWrestling takes place indoors in a relatively

small area. During tryouts and practice, the wrestlerwith hearing impairment should be located close tothe demonstration area and/or person giving instruc-tions. When not actually wrestling, the use of assis-tive devices and hearing aids is appropriate. Onestrategy would be to loop the instructional/practicearea and give the coach the microphone. The wrestlerwould set his/her hearing aid to telecoil to receivedirect input from the microphone. This systemrequires a power outlet where the ampliÞer is located.The loop of wire is connected to the ampliÞer. He/shewould simply remove the hearing aids and put onprotective headgear before actually wrestling. A built-

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in BTE FM system would provide the same advan-tages without the need of a power outlet and loop ofwire around the room.

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Chapter 7

OfficialsThe preceding chapter outlined strategies that

would allow an athlete with hearing impairment tocompete fairly and effectively in each sport. Whilemany strategies were unique to only one or severalsports, there was one underlying theme. The ofÞcialsneed to be informed and aware of any athletes withhearing impairment and the strategies that are beingemployed. The ofÞcial also needs to understand whatimpact a hearing loss will have on the playerÕs abilityto hear and understand any call. The ofÞcial mustunderstand his/her responsibility to implement and/orpermit the required accommodations for the student.

Throughout the preceding chapters, it wasemphasized that the ofÞcials should be notiÞed, priorto the game, if there are any athletes with hearingimpairment participating. This could be done throughthe coach or the athlete could self identify to the ofÞ-cial(s). Once informed, the ofÞcial should ask thecoach or player for suggestions on how to effectivelycommunicate with the player throughout the courseof the game/event. The ofÞcial should be informed ofwhat strategies will be used by the teammates andcoaches for communication so he or she can deter-mine if these strategies are within the spirit of therules. The responsibility of informing the opposingteam of any procedural changes as a result of thepresence of a player with hearing impairment shouldlie with the ofÞcial. Any communication strategiesthat are employed should be explained to the oppos-ing team in order to allay any suspicion of unfairplay. For example, the use of an FM transmitter by acoach is bound to cause some confusion to the oppos-ing team. The reason the FM system is being usedshould be openly discussed with the opposing team.

A hearing loss is likely to affect the athleteÕsability to understand the ofÞcial; especially in thenoisy environments associated with most sportingevents. Many important acoustic signals (i.e., a whis-tle blows) will not be heard by some individuals witha hearing loss, even with the use of a hearing aid. TheofÞcial needs to understand this and allow some lee-way to the athlete with hearing impairment. Forexample, if a player with hearing impairment contin-

ues after a whistle is blown to stop play, the ofÞcialshould not view this as a deÞant act on the part of theplayer. He or she may not have heard the whistle andit would be unfair to penalize him or her for that rea-son.

Appropriate hand/ arm gestures need to be usedwith any verbal explanation of a foul or infraction.This will not only aid the player with hearing impair-ment, but the other players and spectators as well. Inaddition, any call should be repeated at the request ofthe player with hearing impairment. Once the ofÞcialhas learned that a player with hearing impairment ispresent, he or she should commit that individualÕsname or number to memory to avoid possible confu-sion during the game.

Most ofÞciating is already accompanied by visu-al signals (hands, ßags, etc.). The consistent use ofthe signals helps everyone know what is going on inthe game.

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Chapter 8

Hearing Loss Didn’’’tstop these athletes,

coaches, and parentsfrom participatingFour individuals graciously agreed to be inter-

viewed for this book in order to motivate coaches,parents, and young people to make athletic activitiesaccessible to individuals with hearing impairment.You will Þnd a brief biography about each athlete andthen personal answers to questions about communica-tion challenges and athletics. These people representindividual and team sports, men and women, variousraces, students and parents. We hope their testimoni-als motivate you.

Heather Whitestone

Miss America 1995It is the dream of many young girls to someday

grow up to become Miss America. Along with thetitle, there is the fame and prestige, but most of allthere are numerous responsibilities such as publicappearances, autograph signings, television inter-views, and serving as a role model for the millionswho look up to you. However, imagine facing theseresponsibilities without the ability to hear the cheersor the interviewerÕs questions. Would you still strivefor the dream? Heather Whitestone did. At 21 yearsof age, Heather Whitstone became the Þrst MissAmerica with signiÞcant hearing impairment in thehistory of the pageant. Her beauty and talent earnedher a right to be in the pageant, but her spirit anddetermination brought her the ultimate glory; thecrown.

A pretty face does not alone make one a candi-date for Miss America, one must also possess poise,grace, superb communication abilities, and talent insome area. For Heather, her talent is in the athleticarena: dancing. She has been studying and practicing

dance since she was Þve. She has Þfteen years expe-rience in formal dance, and on the night of thepageant, her talent was proven to all who watched inamazement at a woman dancing to music she could-nÕt hear. Though it is true Heather couldnÕt hear themusic, she could feel the music, giving her the abilityto count her steps, just as any professional dancermust do.

Heather lost her hearing as a result of a child-hood infection at 1 1/2 years of age. Her right ear isÒdeadÓ and her left ear is profoundly impaired. Shewears a hearing aid in her left ear to maximize herlimited auditory capabilities, and has learned to speakthrough the oral/aural philosophy of educating thedeaf. Not only has she won the Miss Americapageant, but she has earned impressive academic suc-cess graduating from an Alabama high school, whereshe was mainstreamed with children without specialchallenges, with an A average. Heather now attendsJacksonville State University where she hopes tograduate with a bachelorÕs degree in accounting andbecome an educator.

Her role as an educator may have come soonerthan she had expected. As Miss America she is ableto speak publicly about issues that mean the most toher such as her STARS program [SUCCESSTHROUGH ACTION and REALIZATION (of yourdreamS)]. It is her goal to motivate children who aredeaf or hearing-impaired to pursue a broad range ofcommunication and educational options in their livesso as to build their self-esteem and ensure their suc-cess in life, in whatever area. Heather feels that sheserves as a living example of someone who has usedthe STARS approach to succeed, but recognizes thatwe all must work to create accessible work and edu-cational environments for those children and adultswith special challenges.

Heather Whitestone provided answers to the fol-lowing questions in order to encourage young peoplewith hearing loss to pursue their dreams.

1. When you were learning how to dance, how didyou communicate with your dance instructor?

I began learning to dance when I was 5 yearsold. I had to remind the teachers to look at me whenthey were speaking so that I could read their lips. IdidnÕt mind doing this because they were very eagerto have me in their dance class. They just naturallyforgot to look at me. However, perhaps most impor-

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tantly, I read their body language as they danced tothe music.

2. Did you use any communication strategies orassistive devices in talking with instructors or fellowdancers who were hearing?

I wore my hearing aids to help me hear themusic. I didnÕt wear any assistive devices like an FMsystem.

3. Did you Þnd it difÞcult to communicate at times?I understood the ballet steps very well, so I did-

nÕt really Þnd it difÞcult to communicate.

4. Can you remember any particular moments thatwere especially challenging to you (in terms of difÞ-culty with communication)?

When the dance teacher decided to change thechoreography at the last minute, I had a hard timeunderstanding what they were saying. That only hap-pened a few times.

5. Can you remember any moments that were espe-cially wonderful?

Every year, I danced in a recital until I graduatedfrom high school. I loved performing on the stageand these were my favorite moments. It was like Icould escape from the real world and enter the worldof imagination and creativity.

6. Are there personal experiences from this timeperiod that you wish to be included in the book?

I had an intense desire to worship God throughmy dance. At Christmas time, as a little girl, I waiteduntil my family went to bed. Then, I would sneakdown into the living room and turn on the Christmaslights. I held a baby doll, pretending I was Mary. Idanced around the Christmas tree. I felt so much lovefrom God. I will never forget these private moments.

7. What advice would you give a young personwith hearing impairment who wishes to participate inathletics?

ÒAnything is PossibleÓ as long as you have apositive attitude; a dream (especially an education); awillingness to work hard; a realistic look at your lim-itations and a willingness to master them; and a sup-port team. I believe God is our main support team.

J im RyunAt 45 years of age, Jim Ryun, former Olympic

medalist and former world record holder in middledistance running, tried on his Þrst pair of hearingaids. Ryun refers to that day as Ò a revolutionaryexperienceÓ. Until that day Ryun, who suffers from abinaural high frequency hearing loss, didnÕt evenknow what he was missing.

He was born a gifted athlete. At 17, he was theÞrst high school student to run the four minute mile,and in the very next year he broke his own record andran the mile in 3:55.3. That record still stands at hishigh school after three decades. This then lead to avery promising athletic career for Ryun who in 1966was named Sports IllustratedÕs Sportsman of the Year,and in the same year captured the AAU SullivanAward for best amateur athlete. In 1967, he quick-ened his stride and ran the mile in 3:51.1, a worldrecord that stood for nine years. It was time to provehis abilities to the world, when in 1968 he ran for theU.S. Olympic Team and brought home the silvermedal for the 1500m race.

Although Ryun was born a gifted athlete, heneeded to overcome the challenges of his hearingloss. Simple things that many runners take for grant-ed, such as hearing the starterÕs pistol, or hearingtheir competitorÕs footsteps behind them, Ryun had tocompensate for. Now thanks to better hearing aidtechnology, Ryun who now wears binaural hearingaids, hears more of his wonderful life with his wife of25 years Anne, and his four children.

Ryun has spent the last three years trying to pre-vent children and other adults from going throughyears of compensation, exclusion, and low self-esteem because of their hearing loss. He has teamedup with ReSound to present ÒSound of SuccessÓ todifferent schools across the country to motivate stu-dents with hearing impairments.

These questions were answered by Jim and his wifeAnne in a telephone interview.

1. When you started to run in school, how did youcommunicate with your track coach?

Jim didnÕt start running in track and Þeld until hewas a sophomore in high school. He only has hadtwo coaches in his entire life. Both coaches commu-nicated well with him by getting his attention andbeing patient.

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2. Did you use any communication strategies orassistive devices in talking with coaches or fellowteammates who were hearing?

JimÕs hearing loss wasnÕt discovered until he wasin 6th grade. By then he was a good lipreader andhad learned a variety of communication strategies(like making sure people got his attention before talk-ing). He did not use any hearing aids or specialdevices in school or in athletics. It was not until fouryears ago that he found hearing aids that helped him.He is currently a hearing aid user.

As you race, timerÕs around the track call outyour time so you know how your are doing comparedto your other times and track records. JimÕs timersknew to yell the times as loud as possible and hecould usually hear them.

3. Did you Þnd it difÞcult to communicate at times?The most difÞcult situation was when reporters

(Jim was the youngest individual to break a 4 minutemile) characterized him as snobbish and cold. Theyfelt that he ignored their questions when really hedidnÕt hear all of the questions coming at him fromall directions at noisy track meets.

4. Can you remember any particular moments thatwere especially challenging to you (in terms of difÞ-culty with communication)?

The reaction of the press to what they perceivedas JimÕs coldness was very hard to handle. JimÕs wifeexplained that they both conciously decided not to bebitter about this reaction. She indicated that they havebecome more religious over this time period and havefound this to help in their acceptance of other peo-pleÕs reactions. We live in a very fast paced worldand you Þnd that some people cannot take the time tocommunicate with someone who canÕt hear. That istheir loss and you cannot waste your energy beingangry about it.

Jim has devoted a great deal of time throughBetter Speech and Hearing Month (May) and his pro-gram ÒSound of SuccessÓ to promote understandingand tolerance of communication inconveniencescaused by hearing loss.

5. What advice would you give a young personwith hearing impairment who wishes to participate inathletics?

Through various programs, Jim encourages stu-dents with hearing loss to pursue their dreamswhether they be in sports, academics, or both. He isnow a user of assistive technology and encouragesyoung people to use whatever is available to them tocommunicate successfully in their activities.

Curtis PrideBorn on December 17, 1968, Curtis John Pride

was welcomed into a world he could not hear.Although diagnosed at nine monthes with a profoundhearing loss, he and his parents did not let his hearingimpairment stand in his way of greatness. He wasfully mainstreamed into his neighborhood schools byseventh grade and graduated from John F. KennedyHigh School with a 3.6 GPA.

Along with his academic success, Curtis enjoyeda great deal of athletic success as well. He wasawarded a full basketball scholarship to the Collegeof William and Mary, but just prior to his high schoolgraduation Curtis was drafted by the New York Mets.Valuing his education, and through a unique arrang-ment, Curtis agreed to sign with the Mets part-timewhile attending William and Mary as a full-time stu-dent and a four-year starter at point guard. In 1990,he graduated with a degree in Þnance.

In 1992, Curtis signed with the Montreal Exposas a minor league free agent. He soon proved hisabilities by batting a combined .324 with 21 home-runs and 50 stolen bases. Then in 1993, Curtis pridebecame the Þrst deaf athlete in the major leagues in50 years. To prove that his deafness would not hin-der his abilities, Curtis Þnished his Þrst year in themajor leagues with a .444 batting average.

Through all success, awards, and achievements,Curtis still Þnds time to be a role model for all chil-dren, but especially those with special challenges. Inthe off seasons, Curtis has been employed as anInstructional Assistant in the Montgomery CountyPublic School System working primarily with kidswith disabilities. Most recently, in 1995, he added anew prestigous honor to the list of the many he hasalready earned, when he was chosen by the U.S.Commerce Committee as one of the ten outstandingYoung Americans.

John Pride is the father of Curtis Pride. Heanswered the following questions as a parent of a

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high school (and now professional) athlete with ahearing impairment.

1. When Curtis was training and practicing, howdid he communicate with the coaches?

Curt has always communicated with his coachesorally. There were occasions in basketball wherecoaches used hand signals to indicate a particularoffensive or defensive set-up, but basically it wascompletely oral.

2. Did he use any communication strategies orassistive devices in talking with coaches and fellowteammates who were hearing?

Only his hearing aid and speech reading. Allcoaches and teammates were asked to face Curt whentalking to him and this worked out very well.

3. Did he Þnd it difÞcult to communicate at times?Only when he was very young (6-8 years old)

and he was learning the rules and strategies of thevarious sports. Otherwise there were no major prob-lems.

4. Can you remember any particular moments thatwere especially challenging to Curtis (in terms of dif-Þculty with communication)?

As mentioned in question 3 above, there weresome early problems in learning the rules and strate-gies.

5. Can you remember any moments that were espe-cially wonderful?

Yes!As a ten year old he stole the ball with seconds

left on the clock and scored the winning basket in amajor youth basketball game at the buzzer.

The day he signed his letter of intent to attendthe college of William and Mary.

The day he got his Þrst major league hit.

6. As a parent of an athlete with hearing impair-ment, was the junior high and high school time peri-od especially difÞcult for you in terms of ensuringCurtisÕ participation and success in athletics?

It wasnÕt really that difÞcult because Curt had somuch natural ability. He has always stood out abovehis peers. That natural ability coupled with his will-

ingness to work as hard as necessary made workingwith him relatively easy.

7. What advice would you give a parent of a youngperson with hearing impairment who wishes to par-ticipate in athletics?

That the parents get involved personally with thekidsÕ athletic career. Work with him or her at homeon fundamentals and rules. Volunteer to assist withthe coaching staff so you can be there to deal withany problems that arise. Parents should also have aone-to-one talk with each coach prior to the kidÕs par-ticipation to provide an orientation with regard topotential problems.

8. As a successful athlete, is there any advice Curtiswould like to give to young athletes with hearingimpairment?

Curt has said many times that no one should lettheir disability inhibit them from trying to be the bestthat they can be at any sport. It is not important howother people may view your perceived limitations Ñthe important thing is that one recognizes their ownparticular strengths and take maximum advantage ofthose strengths.

Neil GwinnNeil Gwinn is a guidance counselor at Laurel

Woods Elementary School and a soccer coach atMount Hebron High School in Howard County,Maryland. In his ÒspareÓ time he is an assistant coachand player for the United States Deaf SoccerOrganization (USDSO). Neil has had a progressivehearing loss since childhood. Gradually hearing aidswere not useful to Neil because of his degree of hear-ing loss. He received a cochlear implant (a devicethat stimulates the nerve of hearing directly) in June1995. He has been a very successful cochlear implantuser and currently is able to hear using the telephone!Neil lives in Maryland with his wife Alice, two yearold daughter Megan, and new baby.

1. When did you start participating in sports?I started playing soccer when I was 8 years old.

2. Did you use any communication strategies orassistive devices while participating in the sport?

My hearing loss was moderate when I startedplaying sports and it progressed to a profound hear-

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ing loss over the years. I gradually got to the pointwhere hearing aids were not much help. As a player, Ilearned that using my eyes was very important,because I was unable to hear on the Þeld. Using myeyes helped me to become an outstanding playerbecause I would use the whole Þeld to pass the ball tothe open space.

As a coach, I always believed in show and tell(show and explain how to use the proper technique toperform the skill). I think it is very important whencoaching kids that you are out there with them on theÞeld to demonstrate the skills rather than alwayscoaching on the side. When coaching during a gameÑ I will have the players make eye contact with meand show them a skill or movement to try next timein that situation. From my point of view Ñ coachinghearing, hard of hearing, or deaf Ñ if you have acoach who is yelling at them from across the Þeld onwhat they could have done differently, the coach willnot get the message across because most likely thatplayer is too focused on the game. When you haveeye contact and you show the player what to try nexttime - your point gets across in a positive way.

3. Please tell us about any particularly challengingmoments that were caused by your hearing loss.

It was very challenging to be successful inschool. Without my parents support and encourage-ment I would never have been successful. I say thatbecause at times when I felt I couldnÕt do it Ñ myparents refused to let me give up. Little did I realizethat is an important value for everybody in thisworld.

4. Please tell us about any moments that were par-ticularly rewarding (related to participating with hear-ing loss).

It is very rewarding to be able to show every-body that regardless of what disability you have ifyou want to do it no one has a right to say you canÕt.Today, I am a full-time elementary counselor (hearingpublic school) and I coach at the high school (boysJV soccer). IÕm very fortunate to have a wonderful(hearing) wife and (hearing) daughter. I never thoughtof not being able to get to do anything, but I realizetoday that there are people in the world who haveviews that if you have a disability you canÕt do or beanything you want.

5. Are there any personal experiences from yourjunior/senior high school days that you wish to share?

I only wish that I could have met somebody inthe adult world with a hearing loss who was success-ful. I can remember, in high school days, feeling likeÒWill I ever be successful?Ó I never knew of anyonesuccessful with a hearing loss that I could talk toabout feelings related to hearing loss. Because of this,I make myself available to anyone in Maryland whohas contacted me about talking with their hearing-impaired child.

6. What advice would you give a young hearing-impaired person who wishes to participate in athlet-ics?

Go for it all the way!

7. Any advice for coaches and parents?For coaches: ÒShow and TellÓ technique and to

establish a way to communicate together during thegame. For parents: Never ever give up Ñ you canonly go with what your heart tells you. You as a par-ent know your child better than anyone else.

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Chapter 9

ResourcesThe following organizations are concerned

about athletics for hearing-impaired individuals.

American Athletic Association for the Deaf3607 Washington BoulevardOgden, UT 84403-1737

National Association for Disabled Athletes17 Lindley AvenueTenaßy, NJ 07670

National Deaf Bowling Association9244 E. MansÞeld AvenueDenver, CO 80237

National Deaf WomenÕs Bowling AssociationMeadow Lark LaneErvin, SD 57233

The Deaf BowlerPO Box 171786Arlington, TX 76003

United States Deaf Skiers Association5053 Kenmore DriveConcord, CA 94521

The following organizations deal with issuesand concerns of individuals with hearing loss.

American Speech-Language-Hearing Association10801 Rockville PikeRockville, MD 20852(301) 897-5700

American Academy of Audiology1735 North Lynn Street, Suite 950Arlington, VA 22209-2022(703) 524-1923 - 1-800-AAA-2336

Alexander Graham Bell Association for the Deaf3417 Volta Place, NWWashington D. C. 20007(202) 337-5220

Self Help for Hard of Hearing People, Inc.7910 Woodmont Avenue, Suite 1200Bethesda, MD 20814(301) 657-2248 (V) - (301) 657-2249 (TTY)

PennsylvaniaÕs Initiative on Assistive TechnologyInstitute on Disabilities/UAPTemple UniversityRitter Annex, Room 43313th & Cecil B. Moore AvenuePhiladelphia, PA 191221-800-204-PIAT

Parent Education Network333 East Seventh AvenueYork, PA 17404(717) 845-9722 - 1-800-522-5827

Pennsylvania Academy of AudiologyBox 21Scranton, PA 18501-0021

Pennsylvania Speech-Language-Hearing Association100 High Tower 302Pittsburgh, PA 15205

Telecommunications for the Deaf, Inc.8719 Colesville Road, Suite 300Silver Spring, MD 20910-3919(301) 589-3786 (V) - (301) 589-3006 (TTY)

American Society for Deaf ChildrenE. 10th and TahleequahSulphur, OK 730861-800-942-2732

National Association of the Deaf814 Thayer AvenueSilver Spring, MD 20910(301) 587-1788 (V) - (301) 587-1789 (TTY)

The National Organization for the Advancement ofthe Deaf, Inc.P.O. Box 10076Beaumont, TX 77710

National Black Deaf Advocates, Inc.246 Sycamore Street, Suite 100Decatur, GA 30030(404) 997-1489

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National Hispanic Councilc/o D.E.A.F., Inc.Frederick C. Schreiber Center215 Brighton AvenueAllston, MA 02134(617) 254-4041

The following organizations are rule sourcesand governing bodies for each sport in this book.

National Federation of State High SchoolAssociations

11724 NW Plaza Circle, Box 20626Kansas City, MO 64195-0626(816) 464-5400

ArcheryNational Archery Association of the United States

One Olympic PlazaColorado Springs, CO 80909-5778(719) 578-4576

BadmintonUnited States Badminton Association1750 East Boulder StreetColorado Springs, CO 80909(719) 578-4808

BaseballUSA Baseball2160 Greenwood AvenueTrenton, NJ 08609(609) 586-2381

BasketballUSA Basketball1750 East Boulder StreetColorado Springs, CO 80909(719) 632-7687

BowlingAmerican Bowling Congress5301 South 76th StreetGreendale, WI 53129-1127(414) 421-6400

WomenÕs International Bowling Congress5301 South 76th StreetGreendale, WI 53129-1191(414) 421-9000

CanoeingU.S. Canoe and Kayak Team

Pan American Plaza, Suite 470201 S. Capitol AvenueIndianapolis, IN 46225(317) 237-5690

American Canoe Association (ACA)8580 Cinderbed Rd., Suite 1900P.O. Box 1190Newington, VA 22122-1190(703) 550-7523

CurlingUnited States Curling Association100 Center Point Drive, Box 971Stevens Point, WI 55481

FencingUnited States Fencing AssociationOne Olympic PlazaColorado Springs, CO 80909-5774(719) 578-4511

Field HockeyUnited States Field Hockey Assn. (Women)1750 East Boulder StreetColorado Springs, CO 80909(719) 578-7567

Field Hockey Association of America (Men)1750 East Boulder StreetColorado Springs, CO 80909(719) 578-7587

FootballNational Federation of State High School Assn. 11724 NW Plaza Circle, Box 20626Kansas City, MO 64195-0626(816) 464-5400

GolfUnited States Golf AssociationGolf HouseFar Hills, NJ 07931(908) 234-2300

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GymnasticsUSA GymnasticsPan American Plaza201 S. Capitol Avenue, Suite 300Indianapolis, IN 46225(317) 237-5050

LacrosseUnited States WomenÕs Lacrosse Assn, Inc.PO Box 2178Amherst, MA 01004413-253-0328

RißeryNational Riße Association of America11250 Waples Mill RoadFairfax, VA 22030(703) 267-1000

RowingU.S. Rowing AssociationPan American Plaza, Suite 400201 South Capitol AvenueIndianapolis, IN 46225(317) 237-5656

RugbyU.S.A. Rugby National OfÞce3595 E. Fountain Blvd.Colorado Springs, CO 80910(719) 637-1315

SkiingU.S. Ski AssociationP.O. Box 100Park City, UT 84060(801) 649-9090

SoccerUnited States Soccer Federation1801-1811 S. Prairie AvenueChicago, IL 60616312-808-1300

SoftballAmateur Softball Association2801 N.E. 50th StreetOklahoma City, OK 73111(405) 424-5266

Swimming & DivingUnited States Swimming, Inc.1750 East Boulder StreetColorado Springs, CO 80909(719) 578-4578

United States Diving, Inc.Pan American Plaza, Suite 430201 South Capitol AvenueIndianapolis, IN 46225(317) 237-5252

Table TennisUSA Table TennisOne Olympic PlazaColorado Springs, CO 80909800-326-8788

TennisUnited States Tennis Association51 East 42nd StreetNew York, NY 10017(718) 760-6200

Track and Field (+ CC, Decathlon & Pentathlon)National Federation of State High School Assn.11724 NW Plaza Circle, Box 20626Kansas City, MO 64195-0626(816) 464-5400

VolleyballUSA Volleyball1750 East Boulder StreetColorado Springs, CO 80909(719) 578-4750

Water PoloUnited States Water Polo, Inc.201 South Capitol Avenue, Suite 520Indianapolis, IN 46225(317) 237-5599

WeightliftingUnited States Weightlifting Federation, Inc.One Olympic PlazaColorado Springs, CO 80909(719) 578-4508

WrestlingUSA Wrestling225 South Academy Boulevard

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