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>> INFORMATION AT... AND BY VIEWERS LIKE YOU. THANK YOU!
VIEWERS LIKE YOU. THANK YOU! >> MEMBERS OF THE DEAF COMMUNITY
THANK YOU! >> MEMBERS OF THE DEAF COMMUNITY HAVE LONG DEBATED WHETHER DEAF
>> MEMBERS OF THE DEAF COMMUNITY HAVE LONG DEBATED WHETHER DEAF CHILDREN SHOULD USE MEDICAL
HAVE LONG DEBATED WHETHER DEAF CHILDREN SHOULD USE MEDICAL DEVICES TO HELP THEM HEAR AND BE
CHILDREN SHOULD USE MEDICAL DEVICES TO HELP THEM HEAR AND BE INTEGRATED INTO THE HEARING
DEVICES TO HELP THEM HEAR AND BE INTEGRATED INTO THE HEARING CULTURE OR WHETHER THEY SHOULD
INTEGRATED INTO THE HEARING CULTURE OR WHETHER THEY SHOULD BE ENROLLED IN SCHOOLS THAT
CULTURE OR WHETHER THEY SHOULD BE ENROLLED IN SCHOOLS THAT PROVIDE A MORE SPECIALIZED
BE ENROLLED IN SCHOOLS THAT PROVIDE A MORE SPECIALIZED EDUCATION AND PROMOTE THE USE OF
PROVIDE A MORE SPECIALIZED EDUCATION AND PROMOTE THE USE OF SIGN LANGUAGE.
EDUCATION AND PROMOTE THE USE OF SIGN LANGUAGE. THAT DEBATE HAS COME TO A HEAD
SIGN LANGUAGE. THAT DEBATE HAS COME TO A HEAD AS THE STATE BEGINS PULLING
THAT DEBATE HAS COME TO A HEAD AS THE STATE BEGINS PULLING RESOURCES AWAY FROM THE INDIANA
AS THE STATE BEGINS PULLING RESOURCES AWAY FROM THE INDIANA SCHOOL FOR THE DEAF AND
RESOURCES AWAY FROM THE INDIANA SCHOOL FOR THE DEAF AND TRANSFERRING THEM TO A NEW
SCHOOL FOR THE DEAF AND TRANSFERRING THEM TO A NEW CENTER IT WILL DEVELOP FOR DEAF
TRANSFERRING THEM TO A NEW CENTER IT WILL DEVELOP FOR DEAF AND HARD OF HEARING EDUCATION.
CENTER IT WILL DEVELOP FOR DEAF AND HARD OF HEARING EDUCATION. WE'LL TAKE A LOOK AT THE
AND HARD OF HEARING EDUCATION. WE'LL TAKE A LOOK AT THE POTENTIAL BENEFITS AND COSTS OF
WE'LL TAKE A LOOK AT THE POTENTIAL BENEFITS AND COSTS OF THE MOVE AS WE PUT DEAF
POTENTIAL BENEFITS AND COSTS OF THE MOVE AS WE PUT DEAF EDUCATION IN FOCUS.
>> GOOD EVENING. I'M STAN JASTRZEBSKI. FOR YEARS, THE INDIANA SCHOOL
I'M STAN JASTRZEBSKI. FOR YEARS, THE INDIANA SCHOOL FOR THE DEAF, OR ISD, WAS THE
FOR YEARS, THE INDIANA SCHOOL FOR THE DEAF, OR ISD, WAS THE SOLE STATE PROVIDER OF
FOR THE DEAF, OR ISD, WAS THE SOLE STATE PROVIDER OF COUNSELING SERVICES FOR
SOLE STATE PROVIDER OF COUNSELING SERVICES FOR FAMILIES WITH DEAF AND HARD OF
COUNSELING SERVICES FOR FAMILIES WITH DEAF AND HARD OF HEARING CHILDREN.
FAMILIES WITH DEAF AND HARD OF HEARING CHILDREN. A NEW LAW CHANGES THAT BY MOVING
HEARING CHILDREN. A NEW LAW CHANGES THAT BY MOVING THOSE SERVICES OUT OF THE SCHOOL
A NEW LAW CHANGES THAT BY MOVING THOSE SERVICES OUT OF THE SCHOOL AND INTO AN INDEPENDENT CENTER.
THOSE SERVICES OUT OF THE SCHOOL AND INTO AN INDEPENDENT CENTER. BUT AS WTIU'S GRETCHEN FRAZEE
AND INTO AN INDEPENDENT CENTER. BUT AS WTIU'S GRETCHEN FRAZEE REPORTS, THE MOVE HAS ALSO
BUT AS WTIU'S GRETCHEN FRAZEE REPORTS, THE MOVE HAS ALSO STIRRED A DEBATE ABOUT THE
REPORTS, THE MOVE HAS ALSO STIRRED A DEBATE ABOUT THE MESSAGE THE STATE IS
STIRRED A DEBATE ABOUT THE MESSAGE THE STATE IS SENDING TO PARENTS OF DEAF
MESSAGE THE STATE IS SENDING TO PARENTS OF DEAF CHILDREN.
SENDING TO PARENTS OF DEAF CHILDREN. >> THE AUTHOR OF THE BILL SAYS
CHILDREN. >> THE AUTHOR OF THE BILL SAYS IT MAKES MORE SENSE TO SEPARATE
>> THE AUTHOR OF THE BILL SAYS IT MAKES MORE SENSE TO SEPARATE INDIANA'S DEAF SERVICES FROM THE
IT MAKES MORE SENSE TO SEPARATE INDIANA'S DEAF SERVICES FROM THE SCHOOL FOR THE DEAF, WHICH
INDIANA'S DEAF SERVICES FROM THE SCHOOL FOR THE DEAF, WHICH PRIMARY TEACHES USING SIGN
SCHOOL FOR THE DEAF, WHICH PRIMARY TEACHES USING SIGN LANGUAGE.
PRIMARY TEACHES USING SIGN LANGUAGE. REP. CINDY NOE SAYS THE STATE
LANGUAGE. REP. CINDY NOE SAYS THE STATE CREATED A PROBLEM FOR ITSELF
REP. CINDY NOE SAYS THE STATE CREATED A PROBLEM FOR ITSELF WHEN IT PUT OUTREACH SERVICES
CREATED A PROBLEM FOR ITSELF WHEN IT PUT OUTREACH SERVICES UNDER THE WATCH OF ISD.
WHEN IT PUT OUTREACH SERVICES UNDER THE WATCH OF ISD. >> WE HAD THEM JOINED AT THE HIP
UNDER THE WATCH OF ISD. >> WE HAD THEM JOINED AT THE HIP THROUGH A COMMON BOARD WITH A
>> WE HAD THEM JOINED AT THE HIP THROUGH A COMMON BOARD WITH A PROVIDER, THE DEAF SCHOOL.
THROUGH A COMMON BOARD WITH A PROVIDER, THE DEAF SCHOOL. AND THAT REALLY IS A CONFLICT OF
PROVIDER, THE DEAF SCHOOL. AND THAT REALLY IS A CONFLICT OF INTEREST WHEN YOU HAVE THE
AND THAT REALLY IS A CONFLICT OF INTEREST WHEN YOU HAVE THE OVERALL CONFORMING GROUP
INTEREST WHEN YOU HAVE THE OVERALL CONFORMING GROUP HAVING A SPECIAL RELATIONSHIP
OVERALL CONFORMING GROUP HAVING A SPECIAL RELATIONSHIP WITH ONE OF THE PROVIDERS.
HAVING A SPECIAL RELATIONSHIP WITH ONE OF THE PROVIDERS. SOME PEOPLE WHO SUPPORT THE LAW
WITH ONE OF THE PROVIDERS. SOME PEOPLE WHO SUPPORT THE LAW HAVE ALSO ALLEGED THE INDIANA
SOME PEOPLE WHO SUPPORT THE LAW HAVE ALSO ALLEGED THE INDIANA SCHOOL FOR THE DEAF ADVOCATES
HAVE ALSO ALLEGED THE INDIANA SCHOOL FOR THE DEAF ADVOCATES TOO HEAVILY FOR SIGN LANGUAGE
SCHOOL FOR THE DEAF ADVOCATES TOO HEAVILY FOR SIGN LANGUAGE AND DOES NOT DO ENOUGH TO
TOO HEAVILY FOR SIGN LANGUAGE AND DOES NOT DO ENOUGH TO INCORPORATE CHILDREN
AND DOES NOT DO ENOUGH TO INCORPORATE CHILDREN INTO THE HEARING COMMUNITY.
INCORPORATE CHILDREN INTO THE HEARING COMMUNITY. JOSH WADE'S SON, NATHAN HAS A
INTO THE HEARING COMMUNITY. JOSH WADE'S SON, NATHAN HAS A COCHLEAR IMPLANT, A DEVICE THAT
JOSH WADE'S SON, NATHAN HAS A COCHLEAR IMPLANT, A DEVICE THAT STIMULATES NERVES IN THE
COCHLEAR IMPLANT, A DEVICE THAT STIMULATES NERVES IN THE INNER EAR, ALLOWING DEAF
STIMULATES NERVES IN THE INNER EAR, ALLOWING DEAF INDIVIDUALS TO HEAR.
INNER EAR, ALLOWING DEAF INDIVIDUALS TO HEAR. WADE SAYS WHEN HE WENT IN FOR
INDIVIDUALS TO HEAR. WADE SAYS WHEN HE WENT IN FOR COUNSELING ISD PRESENTED FEW
WADE SAYS WHEN HE WENT IN FOR COUNSELING ISD PRESENTED FEW ALTERNATIVES TO TEACHING
COUNSELING ISD PRESENTED FEW ALTERNATIVES TO TEACHING NATHAN SIGN LANGUAGE.
ALTERNATIVES TO TEACHING NATHAN SIGN LANGUAGE. WADE SAYS HE THINKS
NATHAN SIGN LANGUAGE. WADE SAYS HE THINKS THE DEBATE OVER THE LAW CENTERS
WADE SAYS HE THINKS THE DEBATE OVER THE LAW CENTERS AROUND THE FACT THAT PEOPLE ARE
THE DEBATE OVER THE LAW CENTERS AROUND THE FACT THAT PEOPLE ARE STILL GETTING USED TO NEW
AROUND THE FACT THAT PEOPLE ARE STILL GETTING USED TO NEW MEDICAL DEVICES LIKE COCHLEAR
STILL GETTING USED TO NEW MEDICAL DEVICES LIKE COCHLEAR IMPLANTS.
MEDICAL DEVICES LIKE COCHLEAR IMPLANTS. >> WE HAVE A NEW TECHNOLOGY AND
IMPLANTS. >> WE HAVE A NEW TECHNOLOGY AND THERE'S STARTING TO BECOME AN
>> WE HAVE A NEW TECHNOLOGY AND THERE'S STARTING TO BECOME AN ACADEMIC BASE FOR THAT
THERE'S STARTING TO BECOME AN ACADEMIC BASE FOR THAT TECHNOLOGY.
ACADEMIC BASE FOR THAT TECHNOLOGY. AND THE CHOICES NEED TO BE
TECHNOLOGY. AND THE CHOICES NEED TO BE REPRESENTED EQUALLY AND I THINK
AND THE CHOICES NEED TO BE REPRESENTED EQUALLY AND I THINK THAT'S ALL THIS WAS ABOUT.
REPRESENTED EQUALLY AND I THINK THAT'S ALL THIS WAS ABOUT. >> BUT AMY CORNWELL, A PROFESSOR
THAT'S ALL THIS WAS ABOUT. >> BUT AMY CORNWELL, A PROFESSOR AT INDIANA UNIVERSITY'S
>> BUT AMY CORNWELL, A PROFESSOR AT INDIANA UNIVERSITY'S DEPARTMENT OF SPEECH AND
AT INDIANA UNIVERSITY'S DEPARTMENT OF SPEECH AND HEARING SCIENCES SAYS SIGN
DEPARTMENT OF SPEECH AND HEARING SCIENCES SAYS SIGN LANGUAGE SHOULD NOT BE
HEARING SCIENCES SAYS SIGN LANGUAGE SHOULD NOT BE ABANDONED.
LANGUAGE SHOULD NOT BE ABANDONED. >> YOU DON'T LIVE WITH THAT
ABANDONED. >> YOU DON'T LIVE WITH THAT IMPLANT ON ALL THE TIME.
>> YOU DON'T LIVE WITH THAT IMPLANT ON ALL THE TIME. THERE'S A DEVICE THAT IS TAKEN
IMPLANT ON ALL THE TIME. THERE'S A DEVICE THAT IS TAKEN OFF.
THERE'S A DEVICE THAT IS TAKEN OFF. I MEAN, YOU TAKE A BATH, IT' ITS
OFF. I MEAN, YOU TAKE A BATH, IT' ITS NOT ON.
I MEAN, YOU TAKE A BATH, IT' ITS NOT ON. YOU GO SWIMMING, IT'S NOT ON.
NOT ON. YOU GO SWIMMING, IT'S NOT ON. YOU'RE INVOLVED IN SPORTS, IT'S
YOU GO SWIMMING, IT'S NOT ON. YOU'RE INVOLVED IN SPORTS, IT'S NOT ON.
YOU'RE INVOLVED IN SPORTS, IT'S NOT ON. ALL THAT TIME, THEY THEN
NOT ON. ALL THAT TIME, THEY THEN HAVE NOTHING THAT THEY CAN HEAR,
ALL THAT TIME, THEY THEN HAVE NOTHING THAT THEY CAN HEAR, SO WHY NOT DO SOMETHING VISUALLY
HAVE NOTHING THAT THEY CAN HEAR, SO WHY NOT DO SOMETHING VISUALLY THAT THEY CAN SEE?
SO WHY NOT DO SOMETHING VISUALLY THAT THEY CAN SEE? >> NOE SAYS THE PROCESS OF
THAT THEY CAN SEE? >> NOE SAYS THE PROCESS OF CREATING THE NEW CENTER WILL BE
>> NOE SAYS THE PROCESS OF CREATING THE NEW CENTER WILL BE A LONG ONE, BUT SHE'S STILL
CREATING THE NEW CENTER WILL BE A LONG ONE, BUT SHE'S STILL CONFIDENT IT WAS THE RIGHT
A LONG ONE, BUT SHE'S STILL CONFIDENT IT WAS THE RIGHT DECISION.
CONFIDENT IT WAS THE RIGHT DECISION. >> I BELIEVE IN OUR HEART OF
DECISION. >> I BELIEVE IN OUR HEART OF HEARTS THIS IS AN OPPORTUNITY TO
>> I BELIEVE IN OUR HEART OF HEARTS THIS IS AN OPPORTUNITY TO LEAVE SOME BAGS AT THE DOOR
HEARTS THIS IS AN OPPORTUNITY TO LEAVE SOME BAGS AT THE DOOR AND TO COME IN AND HAVE THAT
LEAVE SOME BAGS AT THE DOOR AND TO COME IN AND HAVE THAT FOCUS OF HOW CAN WE BEST SERVE
AND TO COME IN AND HAVE THAT FOCUS OF HOW CAN WE BEST SERVE THE PARENTS OF AND THE CHILDREN.
FOCUS OF HOW CAN WE BEST SERVE THE PARENTS OF AND THE CHILDREN. WHO ARE DEAF AND HARD OF
THE PARENTS OF AND THE CHILDREN. WHO ARE DEAF AND HARD OF HEARING.
WHO ARE DEAF AND HARD OF HEARING. >> STAKEHOLDERS ARE MEETING
HEARING. >> STAKEHOLDERS ARE MEETING REGULARLY TO LAY OUT THE DETAILS
>> STAKEHOLDERS ARE MEETING REGULARLY TO LAY OUT THE DETAILS OF THE TRANCE SIGNIFICANC TRANS.
REGULARLY TO LAY OUT THE DETAILS OF THE TRANCE SIGNIFICANC TRANS. >> WE'RE JOINED IN STUDIO
OF THE TRANCE SIGNIFICANC TRANS. >> WE'RE JOINED IN STUDIO TONIGHT BY THREE GUESTS.
>> WE'RE JOINED IN STUDIO TONIGHT BY THREE GUESTS. THEY ARE: GREG KATTER, THE
TONIGHT BY THREE GUESTS. THEY ARE: GREG KATTER, THE FATHER OF TWO CHILDREN WHO
THEY ARE: GREG KATTER, THE FATHER OF TWO CHILDREN WHO ATTEND THE INDIANA SCHOOL FOR
FATHER OF TWO CHILDREN WHO ATTEND THE INDIANA SCHOOL FOR THE DEAF.
ATTEND THE INDIANA SCHOOL FOR THE DEAF. NAOMI HORTON, THE EXECUTIVE
THE DEAF. NAOMI HORTON, THE EXECUTIVE DIRECTOR OF HEAR INDIANA, AN
NAOMI HORTON, THE EXECUTIVE DIRECTOR OF HEAR INDIANA, AN ORGANIZATION THAT ADVOCATES
DIRECTOR OF HEAR INDIANA, AN ORGANIZATION THAT ADVOCATES HELPING DEAF CHILDREN LEARN TO
ORGANIZATION THAT ADVOCATES HELPING DEAF CHILDREN LEARN TO HEAR AND SPEAK.
HELPING DEAF CHILDREN LEARN TO HEAR AND SPEAK. AND STATE SENATOR PETE
HEAR AND SPEAK. AND STATE SENATOR PETE MILLER, WHO FORMERLY WORKED WITH
AND STATE SENATOR PETE MILLER, WHO FORMERLY WORKED WITH THE INDIANA OFFICE OF MANAGEMENT
MILLER, WHO FORMERLY WORKED WITH THE INDIANA OFFICE OF MANAGEMENT AND BUDGET, WHICH WAS CHARGED IN
THE INDIANA OFFICE OF MANAGEMENT AND BUDGET, WHICH WAS CHARGED IN PART, WITH IMPLEMENTING THE NEW
AND BUDGET, WHICH WAS CHARGED IN PART, WITH IMPLEMENTING THE NEW LAW.
PART, WITH IMPLEMENTING THE NEW LAW. THANKS TO ALL OF YOU FOR BEING
LAW. THANKS TO ALL OF YOU FOR BEING HERE.
THANKS TO ALL OF YOU FOR BEING HERE. I WANT TO START BY GOING TO A
HERE. I WANT TO START BY GOING TO A PIECE OF SOUND WE COLLECTED FROM
I WANT TO START BY GOING TO A PIECE OF SOUND WE COLLECTED FROM YOUR DAUGHTER, MARGARET, ABOUT
PIECE OF SOUND WE COLLECTED FROM YOUR DAUGHTER, MARGARET, ABOUT DEAF EDUCATION.
YOUR DAUGHTER, MARGARET, ABOUT DEAF EDUCATION. >> I CAN'T SPEAK FOR EVERYBODY
DEAF EDUCATION. >> I CAN'T SPEAK FOR EVERYBODY BUT MOST PEOPLE DON'T CARE WHAT
>> I CAN'T SPEAK FOR EVERYBODY BUT MOST PEOPLE DON'T CARE WHAT METHOD YOU USE TO COMMUNICATE,
BUT MOST PEOPLE DON'T CARE WHAT METHOD YOU USE TO COMMUNICATE, THEY KNOW THEY HAVE A SIMILAR,
METHOD YOU USE TO COMMUNICATE, THEY KNOW THEY HAVE A SIMILAR, NOT DISABILITY, BUT SITUATION AS
THEY KNOW THEY HAVE A SIMILAR, NOT DISABILITY, BUT SITUATION AS YOU.
NOT DISABILITY, BUT SITUATION AS YOU. THAT THEY CAN CONNECT WITH YOU
YOU. THAT THEY CAN CONNECT WITH YOU EASIER AND THAT'S HOW THE DEAF
THAT THEY CAN CONNECT WITH YOU EASIER AND THAT'S HOW THE DEAF CULTURE IS FOR ME.
EASIER AND THAT'S HOW THE DEAF CULTURE IS FOR ME. I FEEL THAT SOMEBODY ELSE
CULTURE IS FOR ME. I FEEL THAT SOMEBODY ELSE UNDERSTANDS HOW I LIVE AND HOW I
I FEEL THAT SOMEBODY ELSE UNDERSTANDS HOW I LIVE AND HOW I CAN'T HEAR SOMETIME OTHER THAN
UNDERSTANDS HOW I LIVE AND HOW I CAN'T HEAR SOMETIME OTHER THAN IF I JUST JOIN THE HEARING
CAN'T HEAR SOMETIME OTHER THAN IF I JUST JOIN THE HEARING CULTURE, THEY TALK ABOUT STUFF
IF I JUST JOIN THE HEARING CULTURE, THEY TALK ABOUT STUFF AND I DON'T UNDERSTAND OR I
CULTURE, THEY TALK ABOUT STUFF AND I DON'T UNDERSTAND OR I CAN'T HEAR THEM.
AND I DON'T UNDERSTAND OR I CAN'T HEAR THEM. THEY UNDERSTAND BUT THEY CAN'T
CAN'T HEAR THEM. THEY UNDERSTAND BUT THEY CAN'T CONNECT WITH ME THE SAME WAY
THEY UNDERSTAND BUT THEY CAN'T CONNECT WITH ME THE SAME WAY DEAF CULTURE CAN.
CONNECT WITH ME THE SAME WAY DEAF CULTURE CAN. >> SO WE JUST HEARD HER SAY
DEAF CULTURE CAN. >> SO WE JUST HEARD HER SAY THERE'S A DISCONNECT BETWEEN THE
>> SO WE JUST HEARD HER SAY THERE'S A DISCONNECT BETWEEN THE HEARING CULTURE AND DEAF
THERE'S A DISCONNECT BETWEEN THE HEARING CULTURE AND DEAF CULTURE.
HEARING CULTURE AND DEAF CULTURE. GREG, WE'LL START WITH YOU AND
CULTURE. GREG, WE'LL START WITH YOU AND GO DOWN THE PANEL.
GREG, WE'LL START WITH YOU AND GO DOWN THE PANEL. I WANT TO START WITH A GENERAL
GO DOWN THE PANEL. I WANT TO START WITH A GENERAL PROBLEM, IS THIS A PROBLEM WHICH
I WANT TO START WITH A GENERAL PROBLEM, IS THIS A PROBLEM WHICH HAS TO BE OVERCOME OR A
PROBLEM, IS THIS A PROBLEM WHICH HAS TO BE OVERCOME OR A SITUATION TO BE ADAPTED TO?
HAS TO BE OVERCOME OR A SITUATION TO BE ADAPTED TO? >> WHAT MY DAUGHTER WAS SPEAKING
SITUATION TO BE ADAPTED TO? >> WHAT MY DAUGHTER WAS SPEAKING WITH, SHE SPENDS PART OF HER
>> WHAT MY DAUGHTER WAS SPEAKING WITH, SHE SPENDS PART OF HER TIME IN THE PUBLIC SCHOOL AND
WITH, SHE SPENDS PART OF HER TIME IN THE PUBLIC SCHOOL AND PART OF THE TIME AT THE SCHOOL
TIME IN THE PUBLIC SCHOOL AND PART OF THE TIME AT THE SCHOOL OR THE DEAF AND SHE WAS DRAWING
PART OF THE TIME AT THE SCHOOL OR THE DEAF AND SHE WAS DRAWING HER CONTRAST BETWEEN THE SCHOOL.
OR THE DEAF AND SHE WAS DRAWING HER CONTRAST BETWEEN THE SCHOOL. THE AMERICAN LANGUAGE WHICH SHE
HER CONTRAST BETWEEN THE SCHOOL. THE AMERICAN LANGUAGE WHICH SHE IS FLUENT IN, IT'S A VERY
THE AMERICAN LANGUAGE WHICH SHE IS FLUENT IN, IT'S A VERY NATURAL ENVIRONMENT, THERE ARE
IS FLUENT IN, IT'S A VERY NATURAL ENVIRONMENT, THERE ARE PEERS AROUND HER GOING THROUGH
NATURAL ENVIRONMENT, THERE ARE PEERS AROUND HER GOING THROUGH THE SAME EXPERIENCES WHEREAS, AT
PEERS AROUND HER GOING THROUGH THE SAME EXPERIENCES WHEREAS, AT THE PUBLIC SCHOOL LIKE ANY KID
THE SAME EXPERIENCES WHEREAS, AT THE PUBLIC SCHOOL LIKE ANY KID WHO'S USING ASSISTIVE DE
THE PUBLIC SCHOOL LIKE ANY KID WHO'S USING ASSISTIVE DE VIETS -- VE --DEVICES, THEY ALLE
WHO'S USING ASSISTIVE DE VIETS -- VE --DEVICES, THEY ALLE DIFFICULTIES WHERE THEY DON'T
VIETS -- VE --DEVICES, THEY ALLE DIFFICULTIES WHERE THEY DON'T HEAR EVERYTHING.
DIFFICULTIES WHERE THEY DON'T HEAR EVERYTHING. SHE WAS EX EXPRESSING EVEN AT TE
HEAR EVERYTHING. SHE WAS EX EXPRESSING EVEN AT TE PUBLIC SCHOOL SHE DOESN'T HAVE
SHE WAS EX EXPRESSING EVEN AT TE PUBLIC SCHOOL SHE DOESN'T HAVE THE WHAT SHE HAS AT THE INDIANA
PUBLIC SCHOOL SHE DOESN'T HAVE THE WHAT SHE HAS AT THE INDIANA SCHOOL FOR THE DEAF.
THE WHAT SHE HAS AT THE INDIANA SCHOOL FOR THE DEAF. >> I THINK WHAT WE'RE SEEING,
SCHOOL FOR THE DEAF. >> I THINK WHAT WE'RE SEEING, THE CHILDREN THAT YOU SAW IN THE
>> I THINK WHAT WE'RE SEEING, THE CHILDREN THAT YOU SAW IN THE VIDEO, THAT CHILD GETTING HIS
THE CHILDREN THAT YOU SAW IN THE VIDEO, THAT CHILD GETTING HIS IMPLANT MAPPED OR TUNED UP AND
VIDEO, THAT CHILD GETTING HIS IMPLANT MAPPED OR TUNED UP AND FRO GRAD IPROGRAMMED IS ONE OF ,
IMPLANT MAPPED OR TUNED UP AND FRO GRAD IPROGRAMMED IS ONE OF , WHILE IT PASSED IN 1999, ONLY
FRO GRAD IPROGRAMMED IS ONE OF , WHILE IT PASSED IN 1999, ONLY THE KIDS IDENTIFIED AT BIRTH, WE
WHILE IT PASSED IN 1999, ONLY THE KIDS IDENTIFIED AT BIRTH, WE ARE SEEING THE OUTCOMES AND THEY
THE KIDS IDENTIFIED AT BIRTH, WE ARE SEEING THE OUTCOMES AND THEY ARE FANTASTIC.
ARE SEEING THE OUTCOMES AND THEY ARE FANTASTIC. WE ARE AT THE STAGE WHERE
ARE FANTASTIC. WE ARE AT THE STAGE WHERE PARENTS HAVE TO MAKE A CHOICE
WE ARE AT THE STAGE WHERE PARENTS HAVE TO MAKE A CHOICE AND THEY SEE CHILDREN DOING
PARENTS HAVE TO MAKE A CHOICE AND THEY SEE CHILDREN DOING REALLY WELL WITH THE NEW
AND THEY SEE CHILDREN DOING REALLY WELL WITH THE NEW TECHNOLOGY.
REALLY WELL WITH THE NEW TECHNOLOGY. IT'S SOMETHING WE ARE A
TECHNOLOGY. IT'S SOMETHING WE ARE A DAMENTING --ADAPTING TO.
IT'S SOMETHING WE ARE A DAMENTING --ADAPTING TO. >> PETE, YOU WERE GOIN, IS THISE
DAMENTING --ADAPTING TO. >> PETE, YOU WERE GOIN, IS THISE TRYING TO FIGURE OUT, WHICH KIDS
>> PETE, YOU WERE GOIN, IS THISE TRYING TO FIGURE OUT, WHICH KIDS FIT BETTER, IN ONE CULTURE THAN
TRYING TO FIGURE OUT, WHICH KIDS FIT BETTER, IN ONE CULTURE THAN THE OTHER?
FIT BETTER, IN ONE CULTURE THAN THE OTHER? >> NO ONE SIZE FITS ALL.
THE OTHER? >> NO ONE SIZE FITS ALL. I WANT TO MAKE SURE THE BILL IS
>> NO ONE SIZE FITS ALL. I WANT TO MAKE SURE THE BILL IS NOT ENDORSING ONE APPROACH OVER
I WANT TO MAKE SURE THE BILL IS NOT ENDORSING ONE APPROACH OVER THE OTHER.
NOT ENDORSING ONE APPROACH OVER THE OTHER. THE POINT IS WE WERE RECOGNIZING
THE OTHER. THE POINT IS WE WERE RECOGNIZING WE AT THE STATE DIDN'T DO THIS
THE POINT IS WE WERE RECOGNIZING WE AT THE STATE DIDN'T DO THIS VERY WELL.
WE AT THE STATE DIDN'T DO THIS VERY WELL. THERE WERE CHILDREN FALLING
VERY WELL. THERE WERE CHILDREN FALLING THROUGH THE CRACKS.
THERE WERE CHILDREN FALLING THROUGH THE CRACKS. THE POINT IS TO ACQUIRE LANGUAE
THROUGH THE CRACKS. THE POINT IS TO ACQUIRE LANGUAE SCHOOLS.
THE POINT IS TO ACQUIRE LANGUAE SCHOOLS. THEY HAVE TO BE ABLE TO
SCHOOLS. THEY HAVE TO BE ABLE TO COMMUNICATE WITH THAT LANGUAGE
THEY HAVE TO BE ABLE TO COMMUNICATE WITH THAT LANGUAGE TO HAVE A BUILDING BLOCK TO
COMMUNICATE WITH THAT LANGUAGE TO HAVE A BUILDING BLOCK TO ACQUIRE THE KNOWLEDGE AT THAT
TO HAVE A BUILDING BLOCK TO ACQUIRE THE KNOWLEDGE AT THAT SCHOOL.
ACQUIRE THE KNOWLEDGE AT THAT SCHOOL. >> WE RECEIVED A NUMBER OF
SCHOOL. >> WE RECEIVED A NUMBER OF QUESTIONS FROM OUR AUDIENCE.
>> WE RECEIVED A NUMBER OF QUESTIONS FROM OUR AUDIENCE. >> I WOULD LIKE TO RESPOND TO
QUESTIONS FROM OUR AUDIENCE. >> I WOULD LIKE TO RESPOND TO WHAT PETE WAS SAYING.
>> I WOULD LIKE TO RESPOND TO WHAT PETE WAS SAYING. ONE OF THE CONCERNS OF THE
WHAT PETE WAS SAYING. ONE OF THE CONCERNS OF THE OPPONENTS OF THE BILL WAS THE
ONE OF THE CONCERNS OF THE OPPONENTS OF THE BILL WAS THE BILL THAT WAS ADDRESSING A
OPPONENTS OF THE BILL WAS THE BILL THAT WAS ADDRESSING A PROBLEM THAT HAD ALREADY BEEN
BILL THAT WAS ADDRESSING A PROBLEM THAT HAD ALREADY BEEN ADDRESSED.
PROBLEM THAT HAD ALREADY BEEN ADDRESSED. NOWHERE IN THE BILL OR IN THE
ADDRESSED. NOWHERE IN THE BILL OR IN THE ANALYSIS DID THEY DISCUSS THE
NOWHERE IN THE BILL OR IN THE ANALYSIS DID THEY DISCUSS THE RELATIVELY YOUNG STATEWIDE
ANALYSIS DID THEY DISCUSS THE RELATIVELY YOUNG STATEWIDE REFERRAL NETWORK FOR DEAF AND
RELATIVELY YOUNG STATEWIDE REFERRAL NETWORK FOR DEAF AND HARD OF HEARING KIDS WHICH JUST
REFERRAL NETWORK FOR DEAF AND HARD OF HEARING KIDS WHICH JUST STARTED WORKING IN AUGUST.
HARD OF HEARING KIDS WHICH JUST STARTED WORKING IN AUGUST. SINCE THAT NETWORK WAS IN PLACE,
STARTED WORKING IN AUGUST. SINCE THAT NETWORK WAS IN PLACE, THE NUMBER OF PEOPLE THAT WERE
SINCE THAT NETWORK WAS IN PLACE, THE NUMBER OF PEOPLE THAT WERE IDENTIFIED AND RECEIVED SERVICES
THE NUMBER OF PEOPLE THAT WERE IDENTIFIED AND RECEIVED SERVICES JUMPED DRAMATICALLY SO THEY HAD
IDENTIFIED AND RECEIVED SERVICES JUMPED DRAMATICALLY SO THEY HAD FULL PARTICIPATION THROUGH THAT
JUMPED DRAMATICALLY SO THEY HAD FULL PARTICIPATION THROUGH THAT PROGRAM.
FULL PARTICIPATION THROUGH THAT PROGRAM. SO THE QUESTION WAS, OKAY, WE'VE
PROGRAM. SO THE QUESTION WAS, OKAY, WE'VE SOLVED THAT PROBLEM, WHY DO WE
SO THE QUESTION WAS, OKAY, WE'VE SOLVED THAT PROBLEM, WHY DO WE NEED A BILL TO DO SOMETHING WE
SOLVED THAT PROBLEM, WHY DO WE NEED A BILL TO DO SOMETHING WE ALREADY HAVE IN PLACE.
NEED A BILL TO DO SOMETHING WE ALREADY HAVE IN PLACE. >> I WOULD SUGGEST THAT THE
ALREADY HAVE IN PLACE. >> I WOULD SUGGEST THAT THE NETWORK, VERY GOOD AND WELL
>> I WOULD SUGGEST THAT THE NETWORK, VERY GOOD AND WELL INTENTIONED ATTEMPT TO GET
NETWORK, VERY GOOD AND WELL INTENTIONED ATTEMPT TO GET THROUGH THE SYSTEM AS IS, WAS
INTENTIONED ATTEMPT TO GET THROUGH THE SYSTEM AS IS, WAS ONLY AS GOOD AS THE SYSTEM IT
THROUGH THE SYSTEM AS IS, WAS ONLY AS GOOD AS THE SYSTEM IT WAS IN AND THE BILL WAS TO
ONLY AS GOOD AS THE SYSTEM IT WAS IN AND THE BILL WAS TO CHANGE THE SYSTEM.
WAS IN AND THE BILL WAS TO CHANGE THE SYSTEM. THE SCOPE OF THE NETWORK IS
CHANGE THE SYSTEM. THE SCOPE OF THE NETWORK IS DEALING WITH HOW SERVICES ARE
THE SCOPE OF THE NETWORK IS DEALING WITH HOW SERVICES ARE INITIALLY PROVIDED.
DEALING WITH HOW SERVICES ARE INITIALLY PROVIDED. THE SCOPE WILL BE MUCH LARGER.
INITIALLY PROVIDED. THE SCOPE WILL BE MUCH LARGER. WITH MONITORING AND TRACKING IT
THE SCOPE WILL BE MUCH LARGER. WITH MONITORING AND TRACKING IT WILL DEAL WITH HAVING MORE OF A
WITH MONITORING AND TRACKING IT WILL DEAL WITH HAVING MORE OF A ONE-STOP SHOP FOR ALL OF THESE
WILL DEAL WITH HAVING MORE OF A ONE-STOP SHOP FOR ALL OF THESE SERVICES.
ONE-STOP SHOP FOR ALL OF THESE SERVICES. IT'S -- NOTHING AGAINST THE
SERVICES. IT'S -- NOTHING AGAINST THE INDIVIDUALS THAT HAVE WORKED ON
IT'S -- NOTHING AGAINST THE INDIVIDUALS THAT HAVE WORKED ON THIS IN THE PAST, IT'S AN
INDIVIDUALS THAT HAVE WORKED ON THIS IN THE PAST, IT'S AN ORGANIZATIONAL PROBLEM AT THE
THIS IN THE PAST, IT'S AN ORGANIZATIONAL PROBLEM AT THE STATE AND WE'RE EXCITED TO PUT
ORGANIZATIONAL PROBLEM AT THE STATE AND WE'RE EXCITED TO PUT IN PLACE SOMETHING THAT WILL
STATE AND WE'RE EXCITED TO PUT IN PLACE SOMETHING THAT WILL REACH ALL CHILDREN, SERVE ALL
IN PLACE SOMETHING THAT WILL REACH ALL CHILDREN, SERVE ALL CHILDREN BETTER, NOT JUST ONE OR
REACH ALL CHILDREN, SERVE ALL CHILDREN BETTER, NOT JUST ONE OR THE OTHER.
CHILDREN BETTER, NOT JUST ONE OR THE OTHER. >> WE'LL ADDRESS THAT MORE IN A
THE OTHER. >> WE'LL ADDRESS THAT MORE IN A LITTLE BIT.
>> WE'LL ADDRESS THAT MORE IN A LITTLE BIT. WE'VE GOT A NUMBER OF QUESTIONS
LITTLE BIT. WE'VE GOT A NUMBER OF QUESTIONS FROM OUR AUDIENCE PRIOR TO
WE'VE GOT A NUMBER OF QUESTIONS FROM OUR AUDIENCE PRIOR TO TONIGHT'S SHOW AND I WANT TO GET
FROM OUR AUDIENCE PRIOR TO TONIGHT'S SHOW AND I WANT TO GET TO THE FIRST ONE.
TONIGHT'S SHOW AND I WANT TO GET TO THE FIRST ONE. THIS IS FROM TAMMY, HOW IS THE
TO THE FIRST ONE. THIS IS FROM TAMMY, HOW IS THE NEW CENTER GOING TO IMPROVE DEAF
THIS IS FROM TAMMY, HOW IS THE NEW CENTER GOING TO IMPROVE DEAF EDUCATION IN PUBLIC SCHOOLS
NEW CENTER GOING TO IMPROVE DEAF EDUCATION IN PUBLIC SCHOOLS WHERE 80% OF DEAF AND HARD OF
EDUCATION IN PUBLIC SCHOOLS WHERE 80% OF DEAF AND HARD OF HEARING CHILDREN ATTEND?
WHERE 80% OF DEAF AND HARD OF HEARING CHILDREN ATTEND? PETE, THAT SOUNDS LIKE SOMETHING
HEARING CHILDREN ATTEND? PETE, THAT SOUNDS LIKE SOMETHING YOU WERE JUST SAYING.
PETE, THAT SOUNDS LIKE SOMETHING YOU WERE JUST SAYING. >> THE MONITORING AND TRACKING
YOU WERE JUST SAYING. >> THE MONITORING AND TRACKING IS NOT JUST FROM THE POINT OF
>> THE MONITORING AND TRACKING IS NOT JUST FROM THE POINT OF IDENTIFICATION TO GETTING TO
IS NOT JUST FROM THE POINT OF IDENTIFICATION TO GETTING TO SERVICES IT'S FROM BIRTH TO THE
IDENTIFICATION TO GETTING TO SERVICES IT'S FROM BIRTH TO THE POINT OF GRADUATION FROM HIGH
SERVICES IT'S FROM BIRTH TO THE POINT OF GRADUATION FROM HIGH SCHOOL.
POINT OF GRADUATION FROM HIGH SCHOOL. THE STUDENTS ARE NOT ACHIEVING
SCHOOL. THE STUDENTS ARE NOT ACHIEVING THE GOALS IN THEIR INDIVIDUAL
THE STUDENTS ARE NOT ACHIEVING THE GOALS IN THEIR INDIVIDUAL EDUCATION PLANS, THE CENTER WILL
THE GOALS IN THEIR INDIVIDUAL EDUCATION PLANS, THE CENTER WILL TRY TO RING THE ALARM BELL
EDUCATION PLANS, THE CENTER WILL TRY TO RING THE ALARM BELL SOONER.
TRY TO RING THE ALARM BELL SOONER. WHAT HAPPENS CURRENTLY IS THOSE
SOONER. WHAT HAPPENS CURRENTLY IS THOSE KIDS STRUGGLE.
WHAT HAPPENS CURRENTLY IS THOSE KIDS STRUGGLE. IF THEY DON'T HAVE THE SKILLS TO
KIDS STRUGGLE. IF THEY DON'T HAVE THE SKILLS TO COMMUNICATE AND HAVE LANGUAGE
IF THEY DON'T HAVE THE SKILLS TO COMMUNICATE AND HAVE LANGUAGE SKILLS, THIRD, FOURTH GRADE, IN
COMMUNICATE AND HAVE LANGUAGE SKILLS, THIRD, FOURTH GRADE, IN THE PUBLIC SCHOOLS AND SO MANY
SKILLS, THIRD, FOURTH GRADE, IN THE PUBLIC SCHOOLS AND SO MANY OF THEM ARE TRANSFERRED TO THE
THE PUBLIC SCHOOLS AND SO MANY OF THEM ARE TRANSFERRED TO THE SCHOOL FOR THE DEAF AND YOU'RE
OF THEM ARE TRANSFERRED TO THE SCHOOL FOR THE DEAF AND YOU'RE TRYING TO DO ALL THESE THINGS AT
SCHOOL FOR THE DEAF AND YOU'RE TRYING TO DO ALL THESE THINGS AT THE SAME TIME INSTEAD OF HAVING
TRYING TO DO ALL THESE THINGS AT THE SAME TIME INSTEAD OF HAVING A MORE, IF YOU CAN ADDRESS THESE
THE SAME TIME INSTEAD OF HAVING A MORE, IF YOU CAN ADDRESS THESE PROBLEMS EARLIER SO I DO SEE THE
A MORE, IF YOU CAN ADDRESS THESE PROBLEMS EARLIER SO I DO SEE THE FOCUS OF THE CENTER FOR PUBLIC
PROBLEMS EARLIER SO I DO SEE THE FOCUS OF THE CENTER FOR PUBLIC SCHOOLS AND ISD AS WELL.
FOCUS OF THE CENTER FOR PUBLIC SCHOOLS AND ISD AS WELL. >> WE HAVE ANOTHER QUESTION FROM
SCHOOLS AND ISD AS WELL. >> WE HAVE ANOTHER QUESTION FROM OUR AUDIENCE PRIOR TO TONIGHT'S
>> WE HAVE ANOTHER QUESTION FROM OUR AUDIENCE PRIOR TO TONIGHT'S PROGRAM THAT I WANT TO GET TO.
OUR AUDIENCE PRIOR TO TONIGHT'S PROGRAM THAT I WANT TO GET TO. THE SECOND QUESTION FROM MARLA,
PROGRAM THAT I WANT TO GET TO. THE SECOND QUESTION FROM MARLA, ANYONE IN THE STATE OF INDIANA
THE SECOND QUESTION FROM MARLA, ANYONE IN THE STATE OF INDIANA CONDUCTED A STATEWIDE REPORT ON
ANYONE IN THE STATE OF INDIANA CONDUCTED A STATEWIDE REPORT ON THE MATH AND READING OUTCOMES OF
CONDUCTED A STATEWIDE REPORT ON THE MATH AND READING OUTCOMES OF DEAF AND HARD OF HEARING
THE MATH AND READING OUTCOMES OF DEAF AND HARD OF HEARING STUDENTS?
DEAF AND HARD OF HEARING STUDENTS? I'M GOING TO PUT THAT ONE TO
STUDENTS? I'M GOING TO PUT THAT ONE TO YOU, WHAT IS YOUR THOUGHT ON THE
I'M GOING TO PUT THAT ONE TO YOU, WHAT IS YOUR THOUGHT ON THE AMOUNT OF STUDY THAT'S BEEN
YOU, WHAT IS YOUR THOUGHT ON THE AMOUNT OF STUDY THAT'S BEEN DONE.
AMOUNT OF STUDY THAT'S BEEN DONE. HAS THERE BEEN ENOUGH TO DECIDE
DONE. HAS THERE BEEN ENOUGH TO DECIDE HOW WE SHOULD PROCEED?
HAS THERE BEEN ENOUGH TO DECIDE HOW WE SHOULD PROCEED? TERMS OF DEAF AND HARD OF
HOW WE SHOULD PROCEED? TERMS OF DEAF AND HARD OF HEARING EDUCATION OR DOES MORE
TERMS OF DEAF AND HARD OF HEARING EDUCATION OR DOES MORE GATHER NEED TO BE GATHERED.
HEARING EDUCATION OR DOES MORE GATHER NEED TO BE GATHERED. >>
GATHER NEED TO BE GATHERED. >> >> THERE'S TWO ANSWERS.
>> >> THERE'S TWO ANSWERS. ONE IS IT'S ALWAYS GOING TO HAVE
>> THERE'S TWO ANSWERS. ONE IS IT'S ALWAYS GOING TO HAVE TO BE A PARENT'S DECISION.
ONE IS IT'S ALWAYS GOING TO HAVE TO BE A PARENT'S DECISION. THEY CAN MAKE ANY CHOICE THEY
TO BE A PARENT'S DECISION. THEY CAN MAKE ANY CHOICE THEY WANT.
THEY CAN MAKE ANY CHOICE THEY WANT. THEY CAN GO AGAINST THE DATA.
WANT. THEY CAN GO AGAINST THE DATA. THAT'S WHAT I WANT TO TELL YOU
THEY CAN GO AGAINST THE DATA. THAT'S WHAT I WANT TO TELL YOU BEFORE THE DATA IS SHOWN.
THAT'S WHAT I WANT TO TELL YOU BEFORE THE DATA IS SHOWN. IF YOU LOOK AT THE CHILDREN IN
BEFORE THE DATA IS SHOWN. IF YOU LOOK AT THE CHILDREN IN THE MAIN STREAM, ABOUT HALF OF
IF YOU LOOK AT THE CHILDREN IN THE MAIN STREAM, ABOUT HALF OF THEM PASS THE I STEP, A LITTLE
THE MAIN STREAM, ABOUT HALF OF THEM PASS THE I STEP, A LITTLE BETTER IN MATH THAN READING.
THEM PASS THE I STEP, A LITTLE BETTER IN MATH THAN READING. IT'S ONLY HALF AND IT'S NOT GOOD
BETTER IN MATH THAN READING. IT'S ONLY HALF AND IT'S NOT GOOD FOR ME AND I DON'T THINK IT'S
IT'S ONLY HALF AND IT'S NOT GOOD FOR ME AND I DON'T THINK IT'S GOOD ENOUGH FOR PARENTS.
FOR ME AND I DON'T THINK IT'S GOOD ENOUGH FOR PARENTS. ONE PROBLEM WITH MAINSTREAM
GOOD ENOUGH FOR PARENTS. ONE PROBLEM WITH MAINSTREAM EDUCATION IS WE DON'T HAVE TRACK
ONE PROBLEM WITH MAINSTREAM EDUCATION IS WE DON'T HAVE TRACK OF ALL OF THOSE KIDS.
EDUCATION IS WE DON'T HAVE TRACK OF ALL OF THOSE KIDS. THE INCIDENTS OF HEARING LOSS,
OF ALL OF THOSE KIDS. THE INCIDENTS OF HEARING LOSS, WE SHOULD HAVE THREE TO 4,000
THE INCIDENTS OF HEARING LOSS, WE SHOULD HAVE THREE TO 4,000 STUDENTS IN K-12, WE CURRENTLY
WE SHOULD HAVE THREE TO 4,000 STUDENTS IN K-12, WE CURRENTLY HAVE 2000 WITH AN INDIVIDUALIZED
STUDENTS IN K-12, WE CURRENTLY HAVE 2000 WITH AN INDIVIDUALIZED PROGRAM.
HAVE 2000 WITH AN INDIVIDUALIZED PROGRAM. SOME ARE DROPPED FROM THE IP, SO
PROGRAM. SOME ARE DROPPED FROM THE IP, SO WE DON'T HAVE THE SCORES IN THE
SOME ARE DROPPED FROM THE IP, SO WE DON'T HAVE THE SCORES IN THE I STEP,.
WE DON'T HAVE THE SCORES IN THE I STEP,. I HAVEN'T LOOKED AT THE MOST
I STEP,. I HAVEN'T LOOKED AT THE MOST RECENT ISTEP SCORES.
I HAVEN'T LOOKED AT THE MOST RECENT ISTEP SCORES. MINE IS RELATED TO 2010.
RECENT ISTEP SCORES. MINE IS RELATED TO 2010. >> I DON'T HAVE MORE RECENT
MINE IS RELATED TO 2010. >> I DON'T HAVE MORE RECENT INFORMATION.
>> I DON'T HAVE MORE RECENT INFORMATION. >> IN 2010 ABOUT A QUARTER WERE
INFORMATION. >> IN 2010 ABOUT A QUARTER WERE PASSING EITHER MATH OR ENGLISH
>> IN 2010 ABOUT A QUARTER WERE PASSING EITHER MATH OR ENGLISH AND I BELIEVE ENGLISH WAS IN THE
PASSING EITHER MATH OR ENGLISH AND I BELIEVE ENGLISH WAS IN THE 15TH PERCENTILE.
AND I BELIEVE ENGLISH WAS IN THE 15TH PERCENTILE. THOSE ARE DATA THAT THE PARENTS
15TH PERCENTILE. THOSE ARE DATA THAT THE PARENTS LOOK AT.
THOSE ARE DATA THAT THE PARENTS LOOK AT. WE'RE GOING TO BE ABLE TO
LOOK AT. WE'RE GOING TO BE ABLE TO FINALLY TRACK THE CHILDREN, HOW
WE'RE GOING TO BE ABLE TO FINALLY TRACK THE CHILDREN, HOW EARLY DID THEY GET HEARING AIDS,
FINALLY TRACK THE CHILDREN, HOW EARLY DID THEY GET HEARING AIDS, HOW EARLY WAS INTERVENTION.
EARLY DID THEY GET HEARING AIDS, HOW EARLY WAS INTERVENTION. WE CAN LOOK IN THE FUTURE AND
HOW EARLY WAS INTERVENTION. WE CAN LOOK IN THE FUTURE AND BAKMAKE BETTER DECISIONS.
WE CAN LOOK IN THE FUTURE AND BAKMAKE BETTER DECISIONS. THIS IS A WHOLE DIFFERENT WORLD.
BAKMAKE BETTER DECISIONS. THIS IS A WHOLE DIFFERENT WORLD. >> YOU HEARD IT'S GOING TO BE A
THIS IS A WHOLE DIFFERENT WORLD. >> YOU HEARD IT'S GOING TO BE A PARENT'S CHOICE.
>> YOU HEARD IT'S GOING TO BE A PARENT'S CHOICE. WHEN YOU WERE FACED HOW TO
PARENT'S CHOICE. WHEN YOU WERE FACED HOW TO EDUCATE YOUR CHILDREN WHO NOW
WHEN YOU WERE FACED HOW TO EDUCATE YOUR CHILDREN WHO NOW ATTEND ISD WHAT WERE THE SORTS
EDUCATE YOUR CHILDREN WHO NOW ATTEND ISD WHAT WERE THE SORTS OF THINGS YOU HAD TO FIND OUT IN
ATTEND ISD WHAT WERE THE SORTS OF THINGS YOU HAD TO FIND OUT IN ORDER TO DETERMINE FOR YOURSELF
OF THINGS YOU HAD TO FIND OUT IN ORDER TO DETERMINE FOR YOURSELF HOW BEST TO EDUCATE THEM?
ORDER TO DETERMINE FOR YOURSELF HOW BEST TO EDUCATE THEM? >> BEFORE I ANSWER THAT
HOW BEST TO EDUCATE THEM? >> BEFORE I ANSWER THAT QUESTION, I WANT TO COMMENT A
>> BEFORE I ANSWER THAT QUESTION, I WANT TO COMMENT A LITTLE BIT ON SOMETHING SAID
QUESTION, I WANT TO COMMENT A LITTLE BIT ON SOMETHING SAID ABOUT THE OUTCOMES THAT THE DEAF
LITTLE BIT ON SOMETHING SAID ABOUT THE OUTCOMES THAT THE DEAF SCHOOL IS ACHIEVING.
ABOUT THE OUTCOMES THAT THE DEAF SCHOOL IS ACHIEVING. ONE OF THE UNIQUE THINGS TO THE
SCHOOL IS ACHIEVING. ONE OF THE UNIQUE THINGS TO THE WRITWRITER'S QUESTIONS, HAS ANYY
ONE OF THE UNIQUE THINGS TO THE WRITWRITER'S QUESTIONS, HAS ANYY STUDIED THE OUTCOMES?
WRITWRITER'S QUESTIONS, HAS ANYY STUDIED THE OUTCOMES? YES, THERE HAVE BEEN LONG TERM
STUDIED THE OUTCOMES? YES, THERE HAVE BEEN LONG TERM STUDIES ON THE EDUCATION TO THE
YES, THERE HAVE BEEN LONG TERM STUDIES ON THE EDUCATION TO THE EXTENT SHE WAS ABLE TO GET THE
STUDIES ON THE EDUCATION TO THE EXTENT SHE WAS ABLE TO GET THE INFORMATION.
EXTENT SHE WAS ABLE TO GET THE INFORMATION. ONE OF THE KEY FINDINGS IN THE
INFORMATION. ONE OF THE KEY FINDINGS IN THE STUDY IS THAT OF THE STUDENTS
ONE OF THE KEY FINDINGS IN THE STUDY IS THAT OF THE STUDENTS WHO WERE EXPOSED TO, WHO USE
STUDY IS THAT OF THE STUDENTS WHO WERE EXPOSED TO, WHO USE AMERICAN SIGN LANGUAGE AS
WHO WERE EXPOSED TO, WHO USE AMERICAN SIGN LANGUAGE AS LANGUAGE OF INSTRUCTION FROM AN
AMERICAN SIGN LANGUAGE AS LANGUAGE OF INSTRUCTION FROM AN EARLY AGE WHO DON'T HAVE
LANGUAGE OF INSTRUCTION FROM AN EARLY AGE WHO DON'T HAVE ADDITIONAL DIFFICULTIES,
EARLY AGE WHO DON'T HAVE ADDITIONAL DIFFICULTIES, LEARNING DEVELOPMENT, AUTISM,
ADDITIONAL DIFFICULTIES, LEARNING DEVELOPMENT, AUTISM, THE STUDENTS EXPOSED TO ASL
LEARNING DEVELOPMENT, AUTISM, THE STUDENTS EXPOSED TO ASL EARLY DO VERY, VERY WELL ON THE
THE STUDENTS EXPOSED TO ASL EARLY DO VERY, VERY WELL ON THE ISTEP SCORES.
EARLY DO VERY, VERY WELL ON THE ISTEP SCORES. IT'S NOT 25 PERCENT PASSING
ISTEP SCORES. IT'S NOT 25 PERCENT PASSING RATE.
IT'S NOT 25 PERCENT PASSING RATE. THE KIDS WITH ONLY HEARING LOSS,
RATE. THE KIDS WITH ONLY HEARING LOSS, HAVE 80, 90 PERCENT PASSING
THE KIDS WITH ONLY HEARING LOSS, HAVE 80, 90 PERCENT PASSING RATES.
HAVE 80, 90 PERCENT PASSING RATES. IT'S A SMALL SAMPLE BUT THEY
RATES. IT'S A SMALL SAMPLE BUT THEY HAVE OUTSTANDING RESULTS.
IT'S A SMALL SAMPLE BUT THEY HAVE OUTSTANDING RESULTS. MY WIFE AND I, HOW WE MADE THE
HAVE OUTSTANDING RESULTS. MY WIFE AND I, HOW WE MADE THE CHOICES, IF A HARD OF HEARING
MY WIFE AND I, HOW WE MADE THE CHOICES, IF A HARD OF HEARING CHILD WU GOIN WAS GOING TO BE BN
CHOICES, IF A HARD OF HEARING CHILD WU GOIN WAS GOING TO BE BN THE WORLD, OUR FAMILY WAS
CHILD WU GOIN WAS GOING TO BE BN THE WORLD, OUR FAMILY WAS PROBABLY THE IDEAL PLACE FOR
THE WORLD, OUR FAMILY WAS PROBABLY THE IDEAL PLACE FOR THEM TO BE.
PROBABLY THE IDEAL PLACE FOR THEM TO BE. MY WIFE WAS A SPEECH AND
THEM TO BE. MY WIFE WAS A SPEECH AND LANGUAGE PATHOLOGIST, IN LAW WAS
MY WIFE WAS A SPEECH AND LANGUAGE PATHOLOGIST, IN LAW WAS AN AUDIOLOGIST.
LANGUAGE PATHOLOGIST, IN LAW WAS AN AUDIOLOGIST. WE GOWE HAD A FAMILY NEWBORN HEG
AN AUDIOLOGIST. WE GOWE HAD A FAMILY NEWBORN HEG SCREEN IN THE HOSPITAL.
WE GOWE HAD A FAMILY NEWBORN HEG SCREEN IN THE HOSPITAL. SO THERE'S THE DATA POINT BEFORE
SCREEN IN THE HOSPITAL. SO THERE'S THE DATA POINT BEFORE THE LAW WAS IN PLACE.
SO THERE'S THE DATA POINT BEFORE THE LAW WAS IN PLACE. SO WE HAD HEARING AIDS ON HER BY
THE LAW WAS IN PLACE. SO WE HAD HEARING AIDS ON HER BY THE TIME SHE WAS EIGHT MONTHS
SO WE HAD HEARING AIDS ON HER BY THE TIME SHE WAS EIGHT MONTHS OLD WHICH ARE NOT COVERED BY
THE TIME SHE WAS EIGHT MONTHS OLD WHICH ARE NOT COVERED BY INSURANCE, THE WAY *** IMPLANTSS
OLD WHICH ARE NOT COVERED BY INSURANCE, THE WAY *** IMPLANTSS ARE.
INSURANCE, THE WAY *** IMPLANTSS ARE. WE WERE AWARE OF THE DEAF SCHOOL
ARE. WE WERE AWARE OF THE DEAF SCHOOL AND YO OUTCOMES.
WE WERE AWARE OF THE DEAF SCHOOL AND YO OUTCOMES. MARGARET HAS AUTOIMMUNE DISORDER
AND YO OUTCOMES. MARGARET HAS AUTOIMMUNE DISORDER SO THE PROGNOSIS IS SOME DAY SHE
MARGARET HAS AUTOIMMUNE DISORDER SO THE PROGNOSIS IS SOME DAY SHE WILL BE DEAF.
SO THE PROGNOSIS IS SOME DAY SHE WILL BE DEAF. WE DON'T KNOW WHEN.
WILL BE DEAF. WE DON'T KNOW WHEN. SO WE WANTED TO HAVE A
WE DON'T KNOW WHEN. SO WE WANTED TO HAVE A FOUNDATION THAT WOULD ALLOW HER
SO WE WANTED TO HAVE A FOUNDATION THAT WOULD ALLOW HER BEST TO FUNCTION IN THE WORLD
FOUNDATION THAT WOULD ALLOW HER BEST TO FUNCTION IN THE WORLD AND WE DIDN'T -- IMPLANTS, IT
BEST TO FUNCTION IN THE WORLD AND WE DIDN'T -- IMPLANTS, IT WAS A RELATIVELY NEW TECHNOLOGY
AND WE DIDN'T -- IMPLANTS, IT WAS A RELATIVELY NEW TECHNOLOGY AT THE TIME, WE DIDN'T THINK IT
WAS A RELATIVELY NEW TECHNOLOGY AT THE TIME, WE DIDN'T THINK IT WAS APPROPRIATE AND HER
AT THE TIME, WE DIDN'T THINK IT WAS APPROPRIATE AND HER SITUATION WASN'T COMPATIBLE.
WAS APPROPRIATE AND HER SITUATION WASN'T COMPATIBLE. >> LET ME STOP AND ASK YOU A
SITUATION WASN'T COMPATIBLE. >> LET ME STOP AND ASK YOU A QUESTION.
>> LET ME STOP AND ASK YOU A QUESTION. THERE IS CONCERN FROM SOME
QUESTION. THERE IS CONCERN FROM SOME PEOPLE WHO WROTE IN THAT THE NEW
THERE IS CONCERN FROM SOME PEOPLE WHO WROTE IN THAT THE NEW CENTER IS GOING TO BE BIASED
PEOPLE WHO WROTE IN THAT THE NEW CENTER IS GOING TO BE BIASED TOWARD ONE FORM OF EDUCATION,
CENTER IS GOING TO BE BIASED TOWARD ONE FORM OF EDUCATION, EITHER ASL OR MAIN STREAMING
TOWARD ONE FORM OF EDUCATION, EITHER ASL OR MAIN STREAMING KIDS WITH IMPLANTS.
EITHER ASL OR MAIN STREAMING KIDS WITH IMPLANTS. PERHAPS MORE QUICKLY THAN IS
KIDS WITH IMPLANTS. PERHAPS MORE QUICKLY THAN IS NECESSARY.
PERHAPS MORE QUICKLY THAN IS NECESSARY. IS THAT A CONCERN THAT YOU SHARE
NECESSARY. IS THAT A CONCERN THAT YOU SHARE THAT THERE'S GOING TO BE A BIAS
IS THAT A CONCERN THAT YOU SHARE THAT THERE'S GOING TO BE A BIAS TOWARD ONE TYPE OF EDUCATION OR
THAT THERE'S GOING TO BE A BIAS TOWARD ONE TYPE OF EDUCATION OR ANOTHER?
TOWARD ONE TYPE OF EDUCATION OR ANOTHER? >> MY CONCERN ISN'T SO MUCH
ANOTHER? >> MY CONCERN ISN'T SO MUCH ABOUT THE CENTER.
>> MY CONCERN ISN'T SO MUCH ABOUT THE CENTER. I'VE READ A LOT OF INFORMATION
ABOUT THE CENTER. I'VE READ A LOT OF INFORMATION ABOUT THE CENTER AND THE BLACK
I'VE READ A LOT OF INFORMATION ABOUT THE CENTER AND THE BLACK AND WHITE LANGUAGE ON THE PAPER
ABOUT THE CENTER AND THE BLACK AND WHITE LANGUAGE ON THE PAPER IS VERY MUCH ABOUT PARENT
AND WHITE LANGUAGE ON THE PAPER IS VERY MUCH ABOUT PARENT CHOICE, SUPPORTING PARENT
IS VERY MUCH ABOUT PARENT CHOICE, SUPPORTING PARENT CHOICE.
CHOICE, SUPPORTING PARENT CHOICE. MY CONCERN IS EVEN, GOES EVEN
CHOICE. MY CONCERN IS EVEN, GOES EVEN BACK BEFORE THAT TO THE MEDICAL
MY CONCERN IS EVEN, GOES EVEN BACK BEFORE THAT TO THE MEDICAL MODEL WHERE WITH THE NEWBORN
BACK BEFORE THAT TO THE MEDICAL MODEL WHERE WITH THE NEWBORN HEARING SCREEN, WHICH I THINK IS
MODEL WHERE WITH THE NEWBORN HEARING SCREEN, WHICH I THINK IS A GREAT THINK, IDENTIFYING KIDS
HEARING SCREEN, WHICH I THINK IS A GREAT THINK, IDENTIFYING KIDS THAT NEED AMPLIFICATION OR OTHER
A GREAT THINK, IDENTIFYING KIDS THAT NEED AMPLIFICATION OR OTHER INTERVENTION TO GET THEM
THAT NEED AMPLIFICATION OR OTHER INTERVENTION TO GET THEM AUDITORY INPUT, IS A WONDERFUL
INTERVENTION TO GET THEM AUDITORY INPUT, IS A WONDERFUL THING.
AUDITORY INPUT, IS A WONDERFUL THING. THE CONCERN I HAVE IS THE
THING. THE CONCERN I HAVE IS THE MEDICAL MODEL THAT SHUNS
THE CONCERN I HAVE IS THE MEDICAL MODEL THAT SHUNS AMERICAN SIGN LANGUAGE HAS THE
MEDICAL MODEL THAT SHUNS AMERICAN SIGN LANGUAGE HAS THE EFFECT OF DENYING DEAF AND HARD
AMERICAN SIGN LANGUAGE HAS THE EFFECT OF DENYING DEAF AND HARD OF HEARING CHILDREN REGARDLESS
EFFECT OF DENYING DEAF AND HARD OF HEARING CHILDREN REGARDLESS OF CHOOSING HEARING AIDS, NO AM
OF HEARING CHILDREN REGARDLESS OF CHOOSING HEARING AIDS, NO AM ANAMPLIFICATION, IM PLANTS.
OF CHOOSING HEARING AIDS, NO AM ANAMPLIFICATION, IM PLANTS. IU PROFESSOR MENTIONED IMPLANTS
ANAMPLIFICATION, IM PLANTS. IU PROFESSOR MENTIONED IMPLANTS DON'T WORK ALL THE TIME, THEY'RE
IU PROFESSOR MENTIONED IMPLANTS DON'T WORK ALL THE TIME, THEY'RE MAPPING.
DON'T WORK ALL THE TIME, THEY'RE MAPPING. DURING THAT TIME THAT IT'S NOT
MAPPING. DURING THAT TIME THAT IT'S NOT WORKING THEY CAN'T LEARN, THERE
DURING THAT TIME THAT IT'S NOT WORKING THEY CAN'T LEARN, THERE ISN'T CONNECTION.
WORKING THEY CAN'T LEARN, THERE ISN'T CONNECTION. STUDENTS IN BILINGUAL
ISN'T CONNECTION. STUDENTS IN BILINGUAL HOUSEHOLDS, LIVE WITH SPANISH
STUDENTS IN BILINGUAL HOUSEHOLDS, LIVE WITH SPANISH SPEAKING PARENTS, THEY LEARN TWO
HOUSEHOLDS, LIVE WITH SPANISH SPEAKING PARENTS, THEY LEARN TWO LANGUAGES, THERE IS NO
SPEAKING PARENTS, THEY LEARN TWO LANGUAGES, THERE IS NO CONFUSION, CHILDREN GROW UP IN
LANGUAGES, THERE IS NO CONFUSION, CHILDREN GROW UP IN EUROPE, LEARN SIX LANGUAGES,
CONFUSION, CHILDREN GROW UP IN EUROPE, LEARN SIX LANGUAGES, THERE IS NO CONFUSION.
EUROPE, LEARN SIX LANGUAGES, THERE IS NO CONFUSION. >> PETE, WHERE IS THE CENTER IN
THERE IS NO CONFUSION. >> PETE, WHERE IS THE CENTER IN TERMS OF ITS PLANNING,
>> PETE, WHERE IS THE CENTER IN TERMS OF ITS PLANNING, CONSTRUCTION, ETC. RIGHT NOW.
TERMS OF ITS PLANNING, CONSTRUCTION, ETC. RIGHT NOW. I MEAN, HOW CLOSE ARE YOU TO
CONSTRUCTION, ETC. RIGHT NOW. I MEAN, HOW CLOSE ARE YOU TO BEING ABLE TO MAKE THE
I MEAN, HOW CLOSE ARE YOU TO BEING ABLE TO MAKE THE SUBSTANTIVE DECISIONS, HOW MUCH
BEING ABLE TO MAKE THE SUBSTANTIVE DECISIONS, HOW MUCH PARENT INTERACTION GOES INTO HOW
SUBSTANTIVE DECISIONS, HOW MUCH PARENT INTERACTION GOES INTO HOW THE CHILDREN ARE ED CAIPTE EDUC.
PARENT INTERACTION GOES INTO HOW THE CHILDREN ARE ED CAIPTE EDUC. >> THE LAW WAS VERY SPECIFIC TO
THE CHILDREN ARE ED CAIPTE EDUC. >> THE LAW WAS VERY SPECIFIC TO WORK WITH A VARIETY OF
>> THE LAW WAS VERY SPECIFIC TO WORK WITH A VARIETY OF STAKEHOLDERS.
WORK WITH A VARIETY OF STAKEHOLDERS. WE HAVE OUR FIRST KICKOFF
STAKEHOLDERS. WE HAVE OUR FIRST KICKOFF MEETING TOMORROW WITH THAT
WE HAVE OUR FIRST KICKOFF MEETING TOMORROW WITH THAT GROUP, WE LOOK FORWARD TO
MEETING TOMORROW WITH THAT GROUP, WE LOOK FORWARD TO GETTING THEIR FEEDBACK ANSWERING
GROUP, WE LOOK FORWARD TO GETTING THEIR FEEDBACK ANSWERING SOME OF THESE QUESTIONS.
GETTING THEIR FEEDBACK ANSWERING SOME OF THESE QUESTIONS. WE'VE ALSO HIRED SOME
SOME OF THESE QUESTIONS. WE'VE ALSO HIRED SOME CONSULTANTS AND FACILITATORS
WE'VE ALSO HIRED SOME CONSULTANTS AND FACILITATORS FROM OUT OF STATE WHO HAVE NOT
CONSULTANTS AND FACILITATORS FROM OUT OF STATE WHO HAVE NOT BEEN A PART OF THIS BILL THAT
FROM OUT OF STATE WHO HAVE NOT BEEN A PART OF THIS BILL THAT WILL BE COMPLETELY INDEPENDENT
BEEN A PART OF THIS BILL THAT WILL BE COMPLETELY INDEPENDENT AND HAVE EXPERTISE AS WELL TO
WILL BE COMPLETELY INDEPENDENT AND HAVE EXPERTISE AS WELL TO HELP THIS GROUP FIND COMMON
AND HAVE EXPERTISE AS WELL TO HELP THIS GROUP FIND COMMON GROUND.
HELP THIS GROUP FIND COMMON GROUND. WORKING BACK WARD, WE HAVE UNTIL
GROUND. WORKING BACK WARD, WE HAVE UNTIL OCTOBER 1 TO HAVE THE TRANSITION
WORKING BACK WARD, WE HAVE UNTIL OCTOBER 1 TO HAVE THE TRANSITION IN PLACE, EMPLOYEE, HOW MUCH IT
OCTOBER 1 TO HAVE THE TRANSITION IN PLACE, EMPLOYEE, HOW MUCH IT WILL COST AND ALL THOSE
IN PLACE, EMPLOYEE, HOW MUCH IT WILL COST AND ALL THOSE QUESTIONS.
WILL COST AND ALL THOSE QUESTIONS. >> I WANT TO PARA PHRASE ANOTHER
QUESTIONS. >> I WANT TO PARA PHRASE ANOTHER QUESTION, HOW TO MAKE SURE THAT
>> I WANT TO PARA PHRASE ANOTHER QUESTION, HOW TO MAKE SURE THAT DEAF PROFESSIONALS ARE MAJOR
QUESTION, HOW TO MAKE SURE THAT DEAF PROFESSIONALS ARE MAJOR STAKEHOLDERS IN THE
DEAF PROFESSIONALS ARE MAJOR STAKEHOLDERS IN THE DECISION-MAKING PROCESS AND NOT
STAKEHOLDERS IN THE DECISION-MAKING PROCESS AND NOT GIVEN A TOKEN POSITION ON THE
DECISION-MAKING PROCESS AND NOT GIVEN A TOKEN POSITION ON THE BOARD BUT ARE THE ONES WHO ARE
GIVEN A TOKEN POSITION ON THE BOARD BUT ARE THE ONES WHO ARE BEING ASKED, HEY, HOW DOES THIS
BOARD BUT ARE THE ONES WHO ARE BEING ASKED, HEY, HOW DOES THIS ACTUALLY WORK.
BEING ASKED, HEY, HOW DOES THIS ACTUALLY WORK. >> I TRULY EMBRACE THAT.
ACTUALLY WORK. >> I TRULY EMBRACE THAT. AGAIN, SPEAKING FROM WHAT IT HAS
>> I TRULY EMBRACE THAT. AGAIN, SPEAKING FROM WHAT IT HAS BEEN IN THE PAST, STATE
AGAIN, SPEAKING FROM WHAT IT HAS BEEN IN THE PAST, STATE GOVERNMENT HAS BEEN A SILO OF
BEEN IN THE PAST, STATE GOVERNMENT HAS BEEN A SILO OF DIFFERENT AGENCY.
GOVERNMENT HAS BEEN A SILO OF DIFFERENT AGENCY. YOU'VE GOT THE DEPARTMENT OF
DIFFERENT AGENCY. YOU'VE GOT THE DEPARTMENT OF HEALTH, SOCIAL SERVICES,
YOU'VE GOT THE DEPARTMENT OF HEALTH, SOCIAL SERVICES, DEPARTMENT OF EDUCATION, SCHOOL
HEALTH, SOCIAL SERVICES, DEPARTMENT OF EDUCATION, SCHOOL FOR THE DEAF ALL PLAYING A PART
DEPARTMENT OF EDUCATION, SCHOOL FOR THE DEAF ALL PLAYING A PART HERE BUT THE PARENT HAS TO
FOR THE DEAF ALL PLAYING A PART HERE BUT THE PARENT HAS TO NAVIGATE THROUGH.
HERE BUT THE PARENT HAS TO NAVIGATE THROUGH. KIDS WERE FALLING THROUGH THE
NAVIGATE THROUGH. KIDS WERE FALLING THROUGH THE CRACKS.
KIDS WERE FALLING THROUGH THE CRACKS. THIS DEPENDED ON WHICH SILO THE
CRACKS. THIS DEPENDED ON WHICH SILO THE PARENT ENDED UP IN AS TO THE
THIS DEPENDED ON WHICH SILO THE PARENT ENDED UP IN AS TO THE KIND OF INFORMATION RECEIVED.
PARENT ENDED UP IN AS TO THE KIND OF INFORMATION RECEIVED. WHEN YOU DESIGN, YOU WANT TO
KIND OF INFORMATION RECEIVED. WHEN YOU DESIGN, YOU WANT TO DESIGN FUNCTIONALLY ACROSS THE
WHEN YOU DESIGN, YOU WANT TO DESIGN FUNCTIONALLY ACROSS THE AGENCIES AND HAVE ALL THE
DESIGN FUNCTIONALLY ACROSS THE AGENCIES AND HAVE ALL THE DIFFERENT PLAYERS WITH THE
AGENCIES AND HAVE ALL THE DIFFERENT PLAYERS WITH THE DIFFERENT LEVELS OF EXPERTISE
DIFFERENT PLAYERS WITH THE DIFFERENT LEVELS OF EXPERTISE PLAYING A ROLE IN THE CENTER.
DIFFERENT LEVELS OF EXPERTISE PLAYING A ROLE IN THE CENTER. HOW WE DO THAT, WE'RE WORKING ON
PLAYING A ROLE IN THE CENTER. HOW WE DO THAT, WE'RE WORKING ON THAT.
HOW WE DO THAT, WE'RE WORKING ON THAT. THAT IS DEFINITELY THE GOAL.
THAT. THAT IS DEFINITELY THE GOAL. >> LET ME ASK YOU, FROM THE
THAT IS DEFINITELY THE GOAL. >> LET ME ASK YOU, FROM THE POSITION OF HEAR INDIANA, ARE
>> LET ME ASK YOU, FROM THE POSITION OF HEAR INDIANA, ARE THERE OTHER STATES WHOSE MODELS
POSITION OF HEAR INDIANA, ARE THERE OTHER STATES WHOSE MODELS YOU THINK THE STATE IS FOLLOWING
THERE OTHER STATES WHOSE MODELS YOU THINK THE STATE IS FOLLOWING WELL OR DO YOU THINK THAT
YOU THINK THE STATE IS FOLLOWING WELL OR DO YOU THINK THAT INDIANA IS CHARTING ITS OWN
WELL OR DO YOU THINK THAT INDIANA IS CHARTING ITS OWN COURSE GOING DOWN A PATH THAT
INDIANA IS CHARTING ITS OWN COURSE GOING DOWN A PATH THAT MIGHT LEAD TO ANSWERING SOME OF
COURSE GOING DOWN A PATH THAT MIGHT LEAD TO ANSWERING SOME OF THE QUESTIONS AND ANSWERING THE
MIGHT LEAD TO ANSWERING SOME OF THE QUESTIONS AND ANSWERING THE KIND OF TUG OF WAR BETWEEN A
THE QUESTIONS AND ANSWERING THE KIND OF TUG OF WAR BETWEEN A COUPLE OF DIFFERENT SIDES.
KIND OF TUG OF WAR BETWEEN A COUPLE OF DIFFERENT SIDES. >> I THINK WE'RE LEADING THE
COUPLE OF DIFFERENT SIDES. >> I THINK WE'RE LEADING THE CHANGE HERE.
>> I THINK WE'RE LEADING THE CHANGE HERE. I DON'T THINK ANYONE SET IT UP
CHANGE HERE. I DON'T THINK ANYONE SET IT UP LIKE WE DID.
I DON'T THINK ANYONE SET IT UP LIKE WE DID. THERE'S A MODEL IN WASHINGTON
LIKE WE DID. THERE'S A MODEL IN WASHINGTON STATE, I'M NOT SURE EXACTLY HOW
THERE'S A MODEL IN WASHINGTON STATE, I'M NOT SURE EXACTLY HOW IT'S STRUCTURED FUNDING-WISE BUT
STATE, I'M NOT SURE EXACTLY HOW IT'S STRUCTURED FUNDING-WISE BUT I DOUGH YOU STARI KNOW YOU STAR,
IT'S STRUCTURED FUNDING-WISE BUT I DOUGH YOU STARI KNOW YOU STAR, AND ONCE YOU HAVE CHOSEN YOUR
I DOUGH YOU STARI KNOW YOU STAR, AND ONCE YOU HAVE CHOSEN YOUR METHODOLOGY, YOU CAN EITHER SEEK
AND ONCE YOU HAVE CHOSEN YOUR METHODOLOGY, YOU CAN EITHER SEEK SERVICES FROM THE WASHINGTON
METHODOLOGY, YOU CAN EITHER SEEK SERVICES FROM THE WASHINGTON SCHOOL FOR THE DEFENDANT OR
SERVICES FROM THE WASHINGTON SCHOOL FOR THE DEFENDANT OR THEIR ORAL OPTION PROGRAM, STILL
SCHOOL FOR THE DEFENDANT OR THEIR ORAL OPTION PROGRAM, STILL NOT A DEAL BECAUSE THERE ARE
THEIR ORAL OPTION PROGRAM, STILL NOT A DEAL BECAUSE THERE ARE SOME KIDS IN BETWEEN BUT THAT'S
NOT A DEAL BECAUSE THERE ARE SOME KIDS IN BETWEEN BUT THAT'S ONE KIND OF MODEL THAT HAS
SOME KIDS IN BETWEEN BUT THAT'S ONE KIND OF MODEL THAT HAS SEEMED TO WORK FOR WASHINGTON.
ONE KIND OF MODEL THAT HAS SEEMED TO WORK FOR WASHINGTON. I THINK MOST PEOPLE ARE LOOKING
SEEMED TO WORK FOR WASHINGTON. I THINK MOST PEOPLE ARE LOOKING AT US.
I THINK MOST PEOPLE ARE LOOKING AT US. >> WE'VE TALKED A LOO LOT ABOUTW
AT US. >> WE'VE TALKED A LOO LOT ABOUTW PREANPARENTAL INVOLVEMENT IS
>> WE'VE TALKED A LOO LOT ABOUTW PREANPARENTAL INVOLVEMENT IS IMPORTANT.
PREANPARENTAL INVOLVEMENT IS IMPORTANT. DR. BENNETT HAS MENTIONED,
IMPORTANT. DR. BENNETT HAS MENTIONED, PARENTS IN INDIANA ARE NOT
DR. BENNETT HAS MENTIONED, PARENTS IN INDIANA ARE NOT INVOLVED ENOUGH IN CHILDREN'S
PARENTS IN INDIANA ARE NOT INVOLVED ENOUGH IN CHILDREN'S EDUCATION, IN MANY CASES THEY
INVOLVED ENOUGH IN CHILDREN'S EDUCATION, IN MANY CASES THEY DON'T KNOW WHAT THE RIGHT THING
EDUCATION, IN MANY CASES THEY DON'T KNOW WHAT THE RIGHT THING TO DO IS FOR THE CHILDREN.
DON'T KNOW WHAT THE RIGHT THING TO DO IS FOR THE CHILDREN. THEY DON'T HAVE ENOUGH
TO DO IS FOR THE CHILDREN. THEY DON'T HAVE ENOUGH INFORMATION TO MAKE THE CHOICE
THEY DON'T HAVE ENOUGH INFORMATION TO MAKE THE CHOICE IN AN INFORMED MANNER.
INFORMATION TO MAKE THE CHOICE IN AN INFORMED MANNER. IS THAT THE CASE IN DEAF
IN AN INFORMED MANNER. IS THAT THE CASE IN DEAF EDUCATION?
IS THAT THE CASE IN DEAF EDUCATION? DO PARENT UNDERSTAND ENOUGH TO
EDUCATION? DO PARENT UNDERSTAND ENOUGH TO KNOW WHAT TO GIVE THE CHILDREN
DO PARENT UNDERSTAND ENOUGH TO KNOW WHAT TO GIVE THE CHILDREN FOR THE BEST POSSIBLE OUTCOME?
KNOW WHAT TO GIVE THE CHILDREN FOR THE BEST POSSIBLE OUTCOME? >> 95 PERCENT OF CHILDREN WHO
FOR THE BEST POSSIBLE OUTCOME? >> 95 PERCENT OF CHILDREN WHO ARE DEAF OR HARD OF HEARING ARE
>> 95 PERCENT OF CHILDREN WHO ARE DEAF OR HARD OF HEARING ARE BORN TO HEARING PARENTS.
ARE DEAF OR HARD OF HEARING ARE BORN TO HEARING PARENTS. DEPENDING ON CONNECTIVITY,
BORN TO HEARING PARENTS. DEPENDING ON CONNECTIVITY, INCOME STATUS, EDUCATION LEVELS,
DEPENDING ON CONNECTIVITY, INCOME STATUS, EDUCATION LEVELS, SOME HAVE ACCESS TO THE BEST ENT
INCOME STATUS, EDUCATION LEVELS, SOME HAVE ACCESS TO THE BEST ENT IN THE STATE, SOME HAVE ACCESS
SOME HAVE ACCESS TO THE BEST ENT IN THE STATE, SOME HAVE ACCESS TO THE INTERNET AND SOME DON'T.
IN THE STATE, SOME HAVE ACCESS TO THE INTERNET AND SOME DON'T. THAT'S WHAT I WAS SEEING WHEN I
TO THE INTERNET AND SOME DON'T. THAT'S WHAT I WAS SEEING WHEN I WAS A PR PROVIDER.
THAT'S WHAT I WAS SEEING WHEN I WAS A PR PROVIDER. SOME OF THEM WERE FIND ABOUT THE
WAS A PR PROVIDER. SOME OF THEM WERE FIND ABOUT THE IMPLANTS BUT NEVER VISITED THE
SOME OF THEM WERE FIND ABOUT THE IMPLANTS BUT NEVER VISITED THE INDIANA SCHOOL FOR THE DEAF AND
IMPLANTS BUT NEVER VISITED THE INDIANA SCHOOL FOR THE DEAF AND NEVER KNEW WHAT CHOICE THEY WERE
INDIANA SCHOOL FOR THE DEAF AND NEVER KNEW WHAT CHOICE THEY WERE MAKING.
NEVER KNEW WHAT CHOICE THEY WERE MAKING. WE ARE GIVING THE INFORMATION TO
MAKING. WE ARE GIVING THE INFORMATION TO A LEVEL PEOPLE CAN UNDERSTAND.
WE ARE GIVING THE INFORMATION TO A LEVEL PEOPLE CAN UNDERSTAND. YEAH, I THINK IT'S A PROBLEM.
A LEVEL PEOPLE CAN UNDERSTAND. YEAH, I THINK IT'S A PROBLEM. >> GREG.
YEAH, I THINK IT'S A PROBLEM. >> GREG. >> INDIANA SCHOOL FOR THE DEAF
>> GREG. >> INDIANA SCHOOL FOR THE DEAF HAS THE SAME SPECTRUM OF PARENT
>> INDIANA SCHOOL FOR THE DEAF HAS THE SAME SPECTRUM OF PARENT INVOLVEMENT THAT OTHER SCHOOLS
HAS THE SAME SPECTRUM OF PARENT INVOLVEMENT THAT OTHER SCHOOLS HAVE.
INVOLVEMENT THAT OTHER SCHOOLS HAVE. IT IS A DIFFICULTY.
HAVE. IT IS A DIFFICULTY. A CHILD REGARDLESS OF THE
IT IS A DIFFICULTY. A CHILD REGARDLESS OF THE HEARING SITUATION THAT HAS A
A CHILD REGARDLESS OF THE HEARING SITUATION THAT HAS A PAIRN INVOLVEPARENT DO INVOLVEDR
HEARING SITUATION THAT HAS A PAIRN INVOLVEPARENT DO INVOLVEDR HOMEWORK IS GOING TO HAVE A
PAIRN INVOLVEPARENT DO INVOLVEDR HOMEWORK IS GOING TO HAVE A BETTER SITUATION.
HOMEWORK IS GOING TO HAVE A BETTER SITUATION. THE SAI STATE OF OKLAHOMA, FIVER
BETTER SITUATION. THE SAI STATE OF OKLAHOMA, FIVER TEN YEARS AGO, DID IMPLEMENT A
THE SAI STATE OF OKLAHOMA, FIVER TEN YEARS AGO, DID IMPLEMENT A CENTER FOR DEAF AND HARD OF
TEN YEARS AGO, DID IMPLEMENT A CENTER FOR DEAF AND HARD OF HEARING EDUCATION SIM PLAR TO
CENTER FOR DEAF AND HARD OF HEARING EDUCATION SIM PLAR TO WHAT WE ARE PROPOSING IN
HEARING EDUCATION SIM PLAR TO WHAT WE ARE PROPOSING IN INDIANA.
WHAT WE ARE PROPOSING IN INDIANA. WHAT OKA OKLAHOMA IS SEEING IS A
INDIANA. WHAT OKA OKLAHOMA IS SEEING IS A DECREASE IN THE PERFORMANCE OF
WHAT OKA OKLAHOMA IS SEEING IS A DECREASE IN THE PERFORMANCE OF THE DEAF AND HARD OF HEARING
DECREASE IN THE PERFORMANCE OF THE DEAF AND HARD OF HEARING KIDS IN SCHOOLS BECAUSE THEY ARE
THE DEAF AND HARD OF HEARING KIDS IN SCHOOLS BECAUSE THEY ARE GOING TO MORE OF A MEDICAL ORAL
KIDS IN SCHOOLS BECAUSE THEY ARE GOING TO MORE OF A MEDICAL ORAL ONLY MODEL INSTEAD OF A
GOING TO MORE OF A MEDICAL ORAL ONLY MODEL INSTEAD OF A BILINGUAL SIGN LANGUAGE APPROACH
ONLY MODEL INSTEAD OF A BILINGUAL SIGN LANGUAGE APPROACH TO HELP THE CHILD LEARN BOTH A
BILINGUAL SIGN LANGUAGE APPROACH TO HELP THE CHILD LEARN BOTH A LANGUAGE OF INSTRUCTION,
TO HELP THE CHILD LEARN BOTH A LANGUAGE OF INSTRUCTION, AMERICAN SIGN LANGUAGE, AS A
LANGUAGE OF INSTRUCTION, AMERICAN SIGN LANGUAGE, AS A FOUNDATION TO LEARN ENGLISH,
AMERICAN SIGN LANGUAGE, AS A FOUNDATION TO LEARN ENGLISH, SPOKEN ENGLISH, SPEECH THERAPY
FOUNDATION TO LEARN ENGLISH, SPOKEN ENGLISH, SPEECH THERAPY AND OTHER OPTIONS.
SPOKEN ENGLISH, SPEECH THERAPY AND OTHER OPTIONS. >> PETE, LET ME ASK YOU, WHEN
AND OTHER OPTIONS. >> PETE, LET ME ASK YOU, WHEN THE CENTER IS UP AND RUNNING,
>> PETE, LET ME ASK YOU, WHEN THE CENTER IS UP AND RUNNING, YOU MENTIONED AN OCTOBER 1ST
THE CENTER IS UP AND RUNNING, YOU MENTIONED AN OCTOBER 1ST DEADLINE, DO YOU SEE THE CENTER
YOU MENTIONED AN OCTOBER 1ST DEADLINE, DO YOU SEE THE CENTER AS A COME PET T COME PETTER TO N
DEADLINE, DO YOU SEE THE CENTER AS A COME PET T COME PETTER TO N ADDITION?
AS A COME PET T COME PETTER TO N ADDITION? >> IN ADDITION.
ADDITION? >> IN ADDITION. WE TALK ABOUT SERVICES, PROVIDED
>> IN ADDITION. WE TALK ABOUT SERVICES, PROVIDED AT ISD CURRENTLY, THE SCHOOL FOR
WE TALK ABOUT SERVICES, PROVIDED AT ISD CURRENTLY, THE SCHOOL FOR THE DEAF WILL CONTINUE TO WORK
AT ISD CURRENTLY, THE SCHOOL FOR THE DEAF WILL CONTINUE TO WORK WITH CHILDREN PRE-K.
THE DEAF WILL CONTINUE TO WORK WITH CHILDREN PRE-K. IT'S NOT A MATTER OF MAKING
WITH CHILDREN PRE-K. IT'S NOT A MATTER OF MAKING RESOURCES AWAY.
IT'S NOT A MATTER OF MAKING RESOURCES AWAY. WE'RE TALKING IN THAT CLIP
RESOURCES AWAY. WE'RE TALKING IN THAT CLIP BEFORE ABOUT A CONFLICT.
WE'RE TALKING IN THAT CLIP BEFORE ABOUT A CONFLICT. IF YOU ARE PROVIDING INFORMATION
BEFORE ABOUT A CONFLICT. IF YOU ARE PROVIDING INFORMATION AND ALSO A SERVICE PROVIDER,
IF YOU ARE PROVIDING INFORMATION AND ALSO A SERVICE PROVIDER, IT'S A BIT OF A CONFLICT.
AND ALSO A SERVICE PROVIDER, IT'S A BIT OF A CONFLICT. ALL WE ARE DOING IS SEPARATING
IT'S A BIT OF A CONFLICT. ALL WE ARE DOING IS SEPARATING THE PIECE PRIOR TO THE PARENT
ALL WE ARE DOING IS SEPARATING THE PIECE PRIOR TO THE PARENT MAKING THE CHOICE WHAT DIRECTION
THE PIECE PRIOR TO THE PARENT MAKING THE CHOICE WHAT DIRECTION TO GO.
MAKING THE CHOICE WHAT DIRECTION TO GO. THOSE WILL BE HANDLED BY THE
TO GO. THOSE WILL BE HANDLED BY THE CENTER AND ONCE THAT CHOICE IS
THOSE WILL BE HANDLED BY THE CENTER AND ONCE THAT CHOICE IS MADE, THE CENTER WILL STILL BE
CENTER AND ONCE THAT CHOICE IS MADE, THE CENTER WILL STILL BE INVOLVED IN TERMS OF TRACKING
MADE, THE CENTER WILL STILL BE INVOLVED IN TERMS OF TRACKING AND SO FORTH.
INVOLVED IN TERMS OF TRACKING AND SO FORTH. BUT THEN, THE SERVICES IN TERMS
AND SO FORTH. BUT THEN, THE SERVICES IN TERMS OF TRAINING PARENTS HOW TO WORK
BUT THEN, THE SERVICES IN TERMS OF TRAINING PARENTS HOW TO WORK WITH THE CHILDREN AND SO FORTH
OF TRAINING PARENTS HOW TO WORK WITH THE CHILDREN AND SO FORTH COULD BE PROVIDED BY A MULTITUDE
WITH THE CHILDREN AND SO FORTH COULD BE PROVIDED BY A MULTITUDE OF PROVIDERS AND THE DEAF SCHOOL
COULD BE PROVIDED BY A MULTITUDE OF PROVIDERS AND THE DEAF SCHOOL WOULD BE ONE OF THEM.
OF PROVIDERS AND THE DEAF SCHOOL WOULD BE ONE OF THEM. >> IS THAT HOW YOU VIEW IT,
WOULD BE ONE OF THEM. >> IS THAT HOW YOU VIEW IT, GREG?
>> IS THAT HOW YOU VIEW IT, GREG? >> IT'S INTERESTING YOU
GREG? >> IT'S INTERESTING YOU MENTIONED SEPARATING PROVIDERS
>> IT'S INTERESTING YOU MENTIONED SEPARATING PROVIDERS VERSVERSUS THE PEOPLE.
MENTIONED SEPARATING PROVIDERS VERSVERSUS THE PEOPLE. THE VAST MAJORITY OF THE
VERSVERSUS THE PEOPLE. THE VAST MAJORITY OF THE INDIVIDUALS ON THE COMMITTEE,
THE VAST MAJORITY OF THE INDIVIDUALS ON THE COMMITTEE, PARTICULARLY THE ELITE PLANNING
INDIVIDUALS ON THE COMMITTEE, PARTICULARLY THE ELITE PLANNING COMMITTEE, PUTTING DETAILS OF
PARTICULARLY THE ELITE PLANNING COMMITTEE, PUTTING DETAILS OF THE CENTER TOGETHER, A LOT OF
COMMITTEE, PUTTING DETAILS OF THE CENTER TOGETHER, A LOT OF THEM, MS. HORTON INCLUDED.
THE CENTER TOGETHER, A LOT OF THEM, MS. HORTON INCLUDED. >> I'M NOT ON IT.
THEM, MS. HORTON INCLUDED. >> I'M NOT ON IT. >> THANK YOU, A LOT STAND TO
>> I'M NOT ON IT. >> THANK YOU, A LOT STAND TO BENEFIT GREAT LEA FRO GREATLY, E
>> THANK YOU, A LOT STAND TO BENEFIT GREAT LEA FRO GREATLY, E PEOPLE AND POSSIBLY FUNDING TO
BENEFIT GREAT LEA FRO GREATLY, E PEOPLE AND POSSIBLY FUNDING TO THEIR ORGANIZATION.
PEOPLE AND POSSIBLY FUNDING TO THEIR ORGANIZATION. >> REAL QUICK, IN THE LAST 60
THEIR ORGANIZATION. >> REAL QUICK, IN THE LAST 60 SECONDS OR SO, A QUICK THOUGHT,
>> REAL QUICK, IN THE LAST 60 SECONDS OR SO, A QUICK THOUGHT, IF YOU COULD CHANGE ONE THING
SECONDS OR SO, A QUICK THOUGHT, IF YOU COULD CHANGE ONE THING ABOUT HOW THIS PROCESS MOVES
IF YOU COULD CHANGE ONE THING ABOUT HOW THIS PROCESS MOVES GOING FORWARD, WHAT WOULD IT BE?
ABOUT HOW THIS PROCESS MOVES GOING FORWARD, WHAT WOULD IT BE? GREG, WE'LL START WITH YOU.
GOING FORWARD, WHAT WOULD IT BE? GREG, WE'LL START WITH YOU. >> GREATER INVOLVEMENT FROM
GREG, WE'LL START WITH YOU. >> GREATER INVOLVEMENT FROM PEOPLE IN THE DEAF COMMUNITY WHO
>> GREATER INVOLVEMENT FROM PEOPLE IN THE DEAF COMMUNITY WHO HAVE AN INTEREST IN MAKING SURE
PEOPLE IN THE DEAF COMMUNITY WHO HAVE AN INTEREST IN MAKING SURE THEIR VOICES ARE HEARD.
HAVE AN INTEREST IN MAKING SURE THEIR VOICES ARE HEARD. >> I THINK WE NEED TO RECOGNIZE
THEIR VOICES ARE HEARD. >> I THINK WE NEED TO RECOGNIZE ORAL DEAF EDUCATION WAS A MESS,
>> I THINK WE NEED TO RECOGNIZE ORAL DEAF EDUCATION WAS A MESS, THERE WERE BAD THINGS THAT
ORAL DEAF EDUCATION WAS A MESS, THERE WERE BAD THINGS THAT HAPPENED TO DEAF PEOPLE.
THERE WERE BAD THINGS THAT HAPPENED TO DEAF PEOPLE. DEAF EDUCATION TODAY IS NO
HAPPENED TO DEAF PEOPLE. DEAF EDUCATION TODAY IS NO LONGER CHILD ABUSE, THESE KIDS
DEAF EDUCATION TODAY IS NO LONGER CHILD ABUSE, THESE KIDS CAN LISTEN, PLAY PIANO, SING.
LONGER CHILD ABUSE, THESE KIDS CAN LISTEN, PLAY PIANO, SING. WE NEED TO PUT BEHIN THAT BEHIND
CAN LISTEN, PLAY PIANO, SING. WE NEED TO PUT BEHIN THAT BEHIND MOVE ON.
WE NEED TO PUT BEHIN THAT BEHIND MOVE ON. >> PETE.
MOVE ON. >> PETE. >> AS A RESULT OF PROGRAMS LIKE
>> PETE. >> AS A RESULT OF PROGRAMS LIKE THIS, WE ARE RAISING THE PROFILE
>> AS A RESULT OF PROGRAMS LIKE THIS, WE ARE RAISING THE PROFILE OF THIS ISSUE AND MAKING PARENTS
THIS, WE ARE RAISING THE PROFILE OF THIS ISSUE AND MAKING PARENTS AND FAMILIES AWARE OF THE
OF THIS ISSUE AND MAKING PARENTS AND FAMILIES AWARE OF THE RESOURCES AVAILABLE AND THEY
AND FAMILIES AWARE OF THE RESOURCES AVAILABLE AND THEY DON'T FEEL LIKE THEY'RE ON THEIR
RESOURCES AVAILABLE AND THEY DON'T FEEL LIKE THEY'RE ON THEIR OWN.
DON'T FEEL LIKE THEY'RE ON THEIR OWN. >> MY THANKS FOR BEING HERE.
OWN. >> MY THANKS FOR BEING HERE. THANKS TO ALL OF YOU WHO WATCHED
>> MY THANKS FOR BEING HERE. THANKS TO ALL OF YOU WHO WATCHED AND LISTENED.
THANKS TO ALL OF YOU WHO WATCHED AND LISTENED. PLEASE SEND US YOUR QUESTIONS
AND LISTENED. PLEASE SEND US YOUR QUESTIONS FOR NEXT MONTH'S PROGRAM.
PLEASE SEND US YOUR QUESTIONS FOR NEXT MONTH'S PROGRAM. INFOCUS@INDIANA.EDU.
FOR NEXT MONTH'S PROGRAM. INFOCUS@INDIANA.EDU. YOU CAN ALSO
INFOCUS@INDIANA.EDU. YOU CAN ALSO LEAVE A COMMENT OR SEE PORTIONS
YOU CAN ALSO LEAVE A COMMENT OR SEE PORTIONS OF THIS SHOW BY VISITING OUR
LEAVE A COMMENT OR SEE PORTIONS OF THIS SHOW BY VISITING OUR WEBSITE-
OF THIS SHOW BY VISITING OUR WEBSITE- INDIANAPUBLICMEDIA.ORG/INFOCUS.
WEBSITE- INDIANAPUBLICMEDIA.ORG/INFOCUS. NEXT MONTH, WE'LL TALK ABOUT
INDIANAPUBLICMEDIA.ORG/INFOCUS. NEXT MONTH, WE'LL TALK ABOUT MONEY.
NEXT MONTH, WE'LL TALK ABOUT MONEY. SPECIFICALLY, HOW MUCH THE STATE
MONEY. SPECIFICALLY, HOW MUCH THE STATE SENDS BACK TO LOCAL GOVERNMENTS
SPECIFICALLY, HOW MUCH THE STATE SENDS BACK TO LOCAL GOVERNMENTS AND WHETHER ERRORS IN
SENDS BACK TO LOCAL GOVERNMENTS AND WHETHER ERRORS IN DETERMINING THOSE NUMBERS HAVE
AND WHETHER ERRORS IN DETERMINING THOSE NUMBERS HAVE BEEN CORRECTED.
DETERMINING THOSE NUMBERS HAVE BEEN CORRECTED. HAVE A GREAT NIGHT.
CLOSED CAPTION PRODUCTIONS - WWW.CCPRODUCTIONS.COM-
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