Gather the whole family and join us for games, hot chocolate, and a walk around the lake. This event is going ahead rain or shine so dress for the weather. ASL Interpreters will be present. This event is jointly hosted with BC Family Hearing Resource Society.
REGISTER HERE: https://tinyurl.com/2mvv4fw9
Download our flyer here: Flyer-Lights at Lafarge 12.2025
By Zen Tharani, BC H&V Board Member
Our child started using the Roger system in the classroom a few years ago, and while
the benefits were clear, the learning curve was real. This wireless microphone system,
often provided through the school and paired with hearing technology, can open up
access for deaf and hard of hearing (dhh) students, especially in noisy classrooms or
when teachers are moving around.
But it takes more than just turning the device on and clipping it to a lanyard. It takes
collaboration, experimentation, and communication between families, teachers,
audiologists, and the students themselves. If you’re just starting out or looking to
improve how it’s going, here are some tips that have worked for our family and might
work for yours too.
Note: This article is not sponsored or endorsed by Phonak or any manufacturer. It’s based on our lived experience and shared to help other families.
Start the Year with a Team Conversation
If possible, set up a short meeting at the beginning or before the school year with your
child’s teacher, the Teacher of the Deaf and Hard of Hearing (TDHH), and anyone else
on the school support team. Bring the Roger equipment and walk through how it works,
and how to mute and unmute it. Discuss your child’s equipment or hearing needs are
during different parts of the day.
This isn’t about training anyone to be a tech expert but about getting on the same page
and building confidence for everyone involved. A few minutes of hands-on time can help
avoid weeks of frustration later.
Teach the Teacher about the Mute Button
Teachers often wonder if they must wear the mic all day. The short answer is yes, and
it’s also okay to mute it during private conversations or breaks. In fact, it’s encouraged.
What matters is that the teacher remembers to unmute it when they begin speaking to
the class again. Your child may not always feel comfortable interrupting, so creating a
gentle reminder system like a hand signal or polite verbal cue can be helpful.
Involve Your Child Early
One of the most empowering things we’ve done is help our child understand how the
system works and give them language to advocate for themselves.
Knowing what the different lights on the mic mean, when it’s muted, or how to ask a
teacher or guest speaker to wear it has helped our child feel more in control and less
dependent. We are now at a point that our child is the one showing their teacher(s) how the system works. This has also helped build confidence for navigating real-world
situations, like sports practices or community events.
Plan for Substitutes, Gym, and Group Work
Some of the trickiest moments for DHH students are when routines shift: a substitute
teacher shows up, there’s a group activity, or gym class gets loud.
Explore creating a laminated one-pager that stays with the mic, explaining what it is,
how to use it, and how it helps Teachers can/should leave notes for substitutes about
the hearing equipment, and another school staff member should be trained by the
TDHH so they can check in to make sure it’s being used properly.
One especially tricky situation is when group work and teacher instruction happen at the
same time. For example, when the teacher is giving instructions to one group while
others are working independently, it can be hard for a student using Roger to hear
clearly and stay engaged.
Here’s what worked for us: our child, who uses bilateral cochlear implants, worked with
the audiologist and TDHH to connect only one CI to the Roger system during these
moments. That way, they could still hear the group around them with the other CI. It’s a
small adjustment that gave our child more control and reduced the feeling of being cut
off from peers.
Daily Care Matters
Roger mics need to be charged every night and stored somewhere safe. Since the
school-based system can’t leave campus, we don’t bring it home to charge. Instead, the
teacher and in collaboration with our child has found a consistent spot in the classroom
to keep it charged and ready each day.
Label everything if possible and talk through a simple routine with your child and their
teacher. When there’s a clear plan, it helps everyone take shared responsibility for
keeping the equipment working properly.
Stay in Touch
Check in regularly with your child and with the school team. Ask your child how things
are going not just technically, but socially and emotionally. Are they able to follow
conversations? Do they feel left out during certain parts of the day? What works for
them and what changes would they like to see?
When we notice something isn’t working, we reach out to the teacher first and the
TDHH to ensure they are in the loop also. Everyone’s learning, and a spirit of
collaboration makes a big difference.
Final Thoughts
The Roger system has helped our child access more of what’s being said in the classroom and participate more fully. But it’s not magic, it’s a tool. And like any tool, it works best when people know how to use it and feel supported doing so.
If you’re a parent just starting out, know that it’s okay to ask questions, to tweak things, and to speak up when something’s not working. It’s even better when we encourage
our kids to be advocates and that it’s okay to tweak things and ask questions.
© BC Hands & Voices. Infographic generated using AI and adapted from original content.
If you’ve found tips or solutions that helped your child, we’d love to hear them. The more
we share, the better it gets for all our kids.
Have ideas or questions? Reach out to us at info @ bchandsandvoices.com
From the Board of BC Hands & Voices
As parents and members of the Deaf and Hard of Hearing community, we at BC Hands & Voices want to acknowledge the recent closure of the Deaf Children’s Society of BC (DCS BC) and reflect on its impact.
After nearly 50 years of supporting families with children who are Deaf, Hard of Hearing, or DeafBlind, DCS BC has made the difficult decision to dissolve the organization, as confirmed during their Extraordinary General Meeting on October 29, 2025.
We celebrate the remarkable legacy that DCS BC leaves behind and the incredible community of families and professionals who will carry this important work forward. With gratitude for all that has been accomplished, we look ahead with hope and pride in the continued impact of their work.
Honouring the Heart of DCS BC
Since its founding in 1975, DCS BC has stood out for being Deaf-led and for championing a bilingual-bicultural approach supporting early language access through both American Sign Language (ASL) and English. It prioritized Deaf cultural identity and built a space where families could feel seen, heard, and supported, often from the earliest days of identification or discovery.
As a board of parents/caregivers and professionals, many of us have been supported through the ripple effects from the DCS BC community, whether through direct service or by their nurturing of the many talented Deaf professionals working in our communities.
To the staff, Deaf mentors, educators, board members, and volunteers, our sincere thank you. Thank you for visiting our homes. Thank you for your warmth at community events. Thank you for teaching some of our children their first signs. Thank you for showing us what’s possible.
Your advocacy, commitment, and heart changed lives. It will continue to guide how we, as families, support and empower children.
For more information, you can read their official announcement and meeting minutes on the DCS BC website: http://www.deafchildren.bc.ca
What This Means for Families
While this marks the closing of DCS BC, the support for Deaf, Hard of Hearing, and DeafBlind children in BC continues.
Families who were receiving support from DCS BC should have already been contacted with guidance on transferring services to the following agencies which will ensure families have the guidance, resources, and therapy needed for their child’s development and success:
These services include speech and language therapy, ASL instruction, language assessments, parent mentoring, and connection to a broader community of families and professionals. If you have questions about your services being transferred, please reach out to the organizations above.
The following organizations are also available to provide support services, and we encourage parents to visit these websites or contact them directly to learn more about how they may assist your family:
Moving Forward, Together
We know that change can feel uncertain, but the legacy of DCS BC and the importance of early access to language and Deaf/Hard of Hearing role models will carry on through so many who are dedicated to successful outcomes for deaf/hard of hearing children.
At BC Hands & Voices, we remain committed to creating space for families to connect, to share and to learn about the many opportunities available to support what our children need to thrive both now and in the future.
To everyone who shaped DCS BC: thank you. You’ve made a lasting mark. And to every parent wondering what happens next: we’re here with you.
With gratitude,
The Board of BC Hands & Voices
info @ bchandsandvoices.com
By Sarah Francescutti
This summer’s BCHV family gathering at Confederation Park in Burnaby on 16 August 2025 was such a joy! About 40 parents and children joined us for a dry afternoon of connection, laughter, and play. We almost considered cancelling as there was rain elsewhere but fortunately it stayed dry at the park.
Families spread out picnic blankets, splashed in the water park, and shared stories and smiles. The park’s open green spaces, shaded picnic area, and nearby playground made it the perfect spot for little ones to explore and families to relax.
The goal of this annual event is simple but powerful: to bring together families raising children who are Deaf or Hard of Hearing (DHH) in a welcoming, inclusive space. It’s a chance to meet others who understand the unique joys and challenges of the journey, and share lived experiences. It lets our children see that they are not alone and gives them the opportunity to see that there are other kids just like them, to play together and make new friends.
I was thrilled to travel over from Victoria for the event and meet some new Lower Mainland families in person. As a parent, it’s always so meaningful to connect with others walking a similar path, to exchange ideas, share stores, celebrate milestones, and build friendships that extend beyond the day. My daughter especially loved meeting other kids who also wear equipment, and of course, the highlight for both of us was the miniature train ride that winds through the park’s trees, a favourite for kids (and parents!) every year.
Thank you to everyone who came out to make the day so special! Thank you to our ASL interpreters, students and BCHV and Guide by Your Side volunteers for helping everything run smoothly.
If you missed this year’s event due to weather or a busy summer calendar, no worries, we hold it every year! We’d love to see you at next summer’s get-together for another day of family fun, community connection, and shared joy.
Stay tuned to our BC Hands and Voices Facebook page for updates and future event announcements!
WHO: Family Network for Deaf Children & BC Hands & Voices
WHAT: Join us online for an info session for parents/guardians of deaf, hard of hearing and deafblind children in BC. Presenters from the following organizations will share information about their programs and services and also provide families with some important updates.
ASL-English interpretation & captioning will be provided. Spoken language interpreters will be provided if requested by November 6th.
WHEN: Saturday November 22, 9:00am-12:00pm
WHERE: online via Zoom
REGISTER: https://form.jotform.com/252885941272062
Zoom details will be shared once registered.
Download our flyer here: Parent Info 11.22.2025
I don’t have a musical bone in my body so when I thought of what I wanted for my children, I knew I wanted music to play a part. When my eldest child was born deaf, I wasn’t sure what that would look like but I was still determined to have music be a part of her world. As a toddler we attended special music programs for young children and I was lucky that music programming was a very important part of her preschool education. I enrolled her in piano lessons at age 5 and she quickly picked it up. She still plays joyfully 10 years later. I know in my heart that it’s played a significant role in her development and in her identity. I interviewed her for this article.
What were your first memories of music as a younger child?
What role does music play in your family, school, or community growing up?
Do you think you experience music differently than others?
What has made music accessible for you (e.g., visual cues, vibrations, captioned lyrics, signed songs)?
Is there a memory or moment with music from your childhood that stands out as especially meaningful?
Music is something deeply personal to each individual and how it’s enjoyed and experienced has endless possibilities. I hope your dhh child finds their own musical experience!
Here are several sources & studies that report benefits of music, rhyme, rhythm etc. specifically for deaf children who use ASL, or more broadly relate to ASL use.
| Main Findings / Relevance to ASL Users / Deaf Children | Supports Which Benefit | Source |
| A single-subject study comparing ASL stories with rhyme/rhythm versus non-rhymed ASL stories. Found that rhymed/rhythmic ASL stories increased engagement and accuracy in recitation among Deaf children. (PMC) | Enhances engagement, supports learning via pattern / memory; helps with fluency in ASL as well as perhaps with literacy when ASL ↔ English bridges are made. | Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement (PMC) (PMC) |
| Discusses how using rhyme and rhythm in ASL can help develop language awareness (analogous to phonological awareness in spoken languages), e.g. awareness of sign parameters (handshape, movement, location). Suggests that ASL rhyme/rhythm helps with ASL literacy and supports the transition to reading/writing English. (DigitalCommons) | Language development, literacy (reading), structure & pattern recognition. | ASL Rhyme, Rhythm, and Phonological Awareness for Deaf Children (Perspectives / Pace University) (DigitalCommons) |
| Found that Deaf children are at risk for delays in executive function (attention, working memory, cognitive control), but that a music‐based training (presumably adapted / accessible) showed improvements in EF skills. (Oxford Academic) | Cognitive benefits—attention, working memory, planning etc. which are helpful for both academic learning and language use. | Executive Function Training for Deaf Children: Impact of a Music-Based Intervention (Oxford Academic) |
| This describes programs that expand music definitions (e.g. feeling vibration, visual representation, signing / ASL rhythm/rhyme) in classes for Deaf & hard of hearing students. ASL nursery rhymes are linked with greater literacy skills. They also use Universal Design for Learning (UDL) to make music accessible (for example, with visual, tactile, movement, ASL). (ERIC) | Literacy, ASL & English bridging, social-emotional growth, engagement, inclusive learning. | The Deaf Music Project / “And the Beat Goes On: Using Music to Transform Classes for Deaf Students” (St. Francis de Sales School / Teachers College) (ERIC) |
| Qualitative data about how DHH individuals perceive/experience music: what aspects (rhythm, vibration, visual) matter, and how music is meaningful even when hearing is limited. Useful for understanding what adaptations help. (UNI ScholarWorks) | Helps inform how to make music accessible (using vibrations, visuals etc.) and the emotional / identity / expressive benefits. | Perspectives On Music Within the Deaf and Hard of Hearing (UNI ScholarWorks) (UNI ScholarWorks) |
| Reports on research / creative practice in which ASL is used as part of musical performance—signed music, performance, and how Deaf artists engage with rhythm, visual rhythm, movement. Shows that music and ASL can co-exist in artistic / expressive ways. (Clemson News) | Social, identity, cultural expression, creative benefit. | Music for the Deaf Is Not a Contradiction (Clemson News, about ASL & music performance) (Clemson News) |
WHO:BC Hands & Voices, Guide By Your Side, BC Early Hearing Program
WHAT: Join us for a unique opportunity to learn from inspiring Deaf and Hard of Hearing adult role models who are (DHH) Guides with the Hands & Voices Guide By Your Side Program and Board Members. Speakers will share some of their experiences growing up as well as answer any questions you may have. Panelists will share some of their experiences growing up as well as:
-When to start teaching self-advocacy
-Sharing your hearing difference with others
-Finding community
-Self-identity and peer relationships
-Socialization
ASL interpreters and CART captioning will be provided.
WHEN: Thursday October 23, 2025 7:00pm-8:30pm
WHERE: Zoom
CONTACT/INFO: Register here: https://tinyurl.com/4j34zmrp
Download flyer here: DHHG-It’s Never Too Early 10.2025
By: Stella Lee
When my son Marcus finished kindergarten in June 2025, I took a moment to reflect on how far he had come—not just academically, but in his ability to advocate for his hearing needs. As a parent of a child who is hard of hearing, this past year has been a journey of learning, adapting, and growing—not only for Marcus, but for our entire family.
We were fortunate to receive an FM system in the summer of 2024, ahead of Marcus starting kindergarten. He had the chance to begin using it with daycare staff, which gave him some early familiarity. When it came time to transition into school, I made a specific request: I asked for our Teacher of the Deaf and Hard of Hearing (TDHH) to attend Marcus’ kindergarten intake interview.
That step made all the difference.
Our TDHH was incredible. She ensured the FM system was properly set up and took the time to train the classroom staff on how to use it. This early preparation gave Marcus a strong start, and it reassured me that we were setting the foundation for a successful year.
In October, we had our first Individualized Education Plan (IEP) meeting. I was grateful to see both the TDHH and the school-based case manager working together to develop meaningful goals for Marcus. Since Cantonese is Marcus’ first language, he also received English Language Learner (ELL) support, which made a significant impact on his vocabulary and language development.
At one point during the year, I noticed communication between the various support teachers seemed to be going in different directions. Marcus at one point had 3 different support teachers, due to a teacher being on leave, and many were not following the literacy goal set out in the IEP. Instead of letting that continue, I sent a quick email to our TDHH. She responded quickly and helped bring everyone back together and focused on a unified approach for Marcus. That experience taught me that speaking up—even in small ways—can make a big difference.
By the time we reached the year-end IEP review in June, it was encouraging to hear about the progress Marcus had made—both socially and academically. One of the milestones we were especially proud of was how he began learning to advocate for himself. He was still working on consistently remembering to take the FM system with him between classes, but he knew how to speak up when something wasn’t working with his hearing aids or the equipment. For a 5-year-old, that was a huge accomplishment.
Marcus attended Burnaby summer school in July, which gave him more practice in managing the FM system independently. As a family, we took it upon ourselves to ensure that the summer school staff knew how to use the equipment. On the first day, we brought the FM system in and reminded Marcus that he was responsible for handing it off to his next teacher after lunch. He managed that perfectly—but we forgot to check if he had it at the end of the day! Thankfully, his afternoon teacher noticed and sent the FM back to the morning teacher.
After summer school, Marcus attended camp through his afterschool care provider. We did have some challenges getting him to consistently wear his hearing aids, but we gave him a bit more responsibility. He knew he could store them in his case and just needed to tell an adult if he chose to take them off. Many of the staff had known Marcus since he was three, which gave us peace of mind—they understood his needs and supported him naturally.
As we prepare for Grade 1, I’ve learned that supporting a hard of hearing child is about balancing trust in the system with ongoing advocacy. Sometimes we need to take a step back and let our children grow independently. Other times, we need to step forward and ensure that their needs are being met—whether that’s through communication with teachers, checking equipment, or reminding staff of accommodations.
To other parents walking a similar path: trust your instincts, speak up when something doesn’t feel right, and celebrate the small victories along the way. Your child is learning not just how to hear, but how to be heard—and that’s a lifelong skill worth nurturing.
Based on a presentation by Natalia Rohatin-Martin, Assistant Professor, MacEwan University in February 2022.
“I feel bad for students who have to go through this every day… I’m exhausted.”
– A university student after watching a captioned video with no sound for the first time.
This powerful reflection highlights an often invisible challenge our deaf and hard of hearing (DHH) children face daily: listening fatigue. Dr. Natalia Rohatin-Martin, Assistant Professor at MacEwan University, shares research and lived experiences to shed light on this complex and misunderstood issue.
Fatigue isn’t just feeling tired—it’s a deeper, ongoing sense of exhaustion that isn’t solved with sleep. For dhh students, listening and communication require constant cognitive, visual, and social-emotional effort. Imagine trying to track conversations, visual cues, captions, and multiple speakers all at once—for six hours a day.
Unlike typical tiredness, listening fatigue affects concentration, memory, motivation, and even physical health. It can leave children too drained to do homework, socialize, or participate in activities they normally enjoy.
Natalia emphasizes that promoting independence and teaching children about their rights to access and communication support will help them manage fatigue more effectively. Her informative video is a helpful resource for parents, educators, and anyone supporting a child who is dhh. It offers not only valuable insights but practical strategies to reduce fatigue and foster a more inclusive learning environment.
? Watch the full video presentation here: https://www.youtube.com/watch?v=UOn8fJ_E2Lc
By Jen Gow
I had the privilege of volunteering at the Invictus Games in Whistler this past February. My family and I are involved in the cross country ski community and I often officiate at races. You can usually find me at the start line, helping to set athletes up for a strong start to their race. The Invictus Games were a perfect opportunity for me to put my skills to use.
The preparation for an international event like this takes a huge commitment from a large number of people; a process that starts years before and intensifies in the months and then the weeks leading up to the event itself. My role was small; nevertheless, I had to sign up many months in advance, go through safety checks and Invictus Games training, in addition to the technical sports officials training I already held.
The anticipation was palpable in the days leading up to the cross country skiing and biathlon events I was helping with. Mother Nature delivered outstanding conditions, with pristine snow and perfect cold sunny winter weather. Participants took part in a practice and orientation day prior to their events so they could ski the course and try the rifle shooting range. While some were experienced skiers, for others it was their first time on skis! Not only were they putting themselves out there to try something new, they were doing it while being filmed for worldwide TV coverage!
Cross Country Skiing was the first event, where skiers were challenged to push themselves through demanding conditions using adaptive techniques. Biathlon followed, with its skiing and rifle shooting stages. How many of five targets are missed determines the number of penalty loops an athlete has to ski. I believe biathlon was the most popular event at the Games; perhaps not a surprise given the shooting skills of many of the participants.
Reflecting on my experience, it struck me how many parallels there are between the Invictus Games and Deaf and Hard of Hearing community events, with both creating valuable opportunities for low incidence groups to come together to create community.
When I spoke with the chairman of the Invictus Games, Lord Allen of Kensington, he shared with me that one area where the Games have their biggest impact is breaking down isolation and loneliness by creating opportunities where participants can come together. By doing this in settings where barriers have been removed, participants can test their true limits and rediscover their confidence and self-worth.
Like the wounded, injured and sick service members participating in the Invictus Games, our d/deaf and hard of hearing (dhh) children are not alone. Our families may not live on the same street, in the same neighbourhood or even in the same town but there are many of us spread across the province and beyond. We may not get the chance to ‘bump into’ one another so we need to make a concerted effort to bring our children and ourselves together.
The Invictus Games reminded me of the value in doing that. At our local, regional races, there are often just a few para-athletes; perhaps two or three sit skiers and one or two visually impaired skiers. At the Invictus Games, however, I had the pleasure of seeing these athletes together in large numbers where they were no longer the minority. The sense of belonging was palpable. I’ve experienced the same at DHH events; feelings of aloneness are broken down, sense of self is boosted and self-esteem and confidence are given a big helping hand.
As well as bringing the participants together, it also created unique leadership opportunities for local para-athletes, who led the forerunning teams that went out prior to each race to smooth the ski tracks, and who coached the sit skier participants. Similarly, DHH events can create leadership opportunities for DHH adults and youth to be role models to our younger children; people just like them who they can look up to and be inspired by.
The Invictus Games events were set up to be fully accessible to participants, with attention given to every detail, be that adjusting the height of gates at the start line, doing away with podiums for medalists, or providing sit skis, guides and interpreters. By removing barriers to participation and creating an inclusive environment, all participants were able to participate to their full potential. The resulting atmosphere was electric; I could literally feel the buzz of the excitement, joy and exhilaration from the participants. Likewise, ensuring DHH events are fully accessible lets our children know what inclusion really feels like, and helps them to explore their full potential.
An aspect of the Invictus Games I had not been aware of was that each participant is able to bring two support people with them, be that family, friends or care workers. This holistic model not only supports the participant themself but can bring about healing and reconciliation for all, and a broader feeling of community that includes those they love and those who are important to them. Including other family members in events for our DHH children can also help to foster understanding and inclusivity, and promote family well-being.
The part of the Invictus Games I was involved with was over in a few short days but it was obvious that their impact would last much longer; the events were a launch pad for connectedness, belonging and self-discovery. Regularly attending DHH events with our children can have a similar impact on them.
Just like the Invictus Games, creating events for our deaf and hard of hearing children takes commitment to put ideas into action. Events often happen thanks to dedicated individuals supported by an army of volunteers. Taking part in the Invictus Games reminded me of the value in making time to be part of these events for my DHH child and my family, whether that’s helping to organise or host an event, or to take part in it. Life can often feel full and creating that space isn’t always easy but the Invictus Games reminded me of the importance of being intentional about taking part in DHH community events. I hope you’ll join me!
