FNDC & DYT

Ryan and Nora share their personal experience with the Family Network for Deaf Children (FNDC) after learning about their daughter's deafness. Discover how FNDC provided crucial support, helped them learn ASL, and connected them with a vibrant deaf community. This video highlights the transformative impact of FNDC's programs for deaf and hard-of-hearing children and their families.

Learn about Megan's inspiring journey with the Family Network for Deaf Children (FNDC), from early intervention after being adopted and diagnosed as profoundly deaf, to becoming a staff member at Deaf Youth Today (DYT) camps. This video showcases the vital role FNDC plays in providing ASL-based programs, fostering community, and empowering deaf and hard-of-hearing children. Hear from Megan and her mother, Gwen, about the life-changing experiences and support they received.

Meet the Lane family – Tim, who is deaf, his wife Monica, and their three deaf daughters. In this video, they share their heartfelt experiences with the Family Network for Deaf Children (FNDC). Discover how FNDC has been a vital resource, providing community, fostering a strong sense of identity, and empowering their daughters through ASL and connections with other deaf children. Learn why the Lane family believes FNDC is crucial for the well-being of deaf children, regardless of their location or educational choices.

Discover the positive impact of the Deaf Youth Today (DYT) program, run by the Family Network for Deaf Children (FNDC). This video highlights how DYT provides crucial recreational and social programs that help deaf and hard-of-hearing children develop language and social skills, build lifelong friendships, and find inspiring role models within a supportive community. Learn more about the vital work of FNDC and DYT and how you can support their mission at www.fndc.ca.

BC Provincial Deaf and Hard of Hearing Services (PDHHS) and the Family Network for Deaf Children (FNDC) are pleased to share this important workshop content exploring the critical role of incidental learning in a child's development. Featuring insights from Sarah Rabu (Principal, Manitoba School for the Deaf) and Charlotte Enns (Education Professor, University of Manitoba), this presentation delves into what incidental learning is – the wealth of information children absorb naturally from their environment through overhearing conversations, observing interactions, and experiencing everyday situations outside of formal teaching. While hearing children often acquire this knowledge effortlessly, deaf and hard-of-hearing children face significant barriers to accessing this information, potentially leading to gaps in their understanding of the world, social nuances, and conversational context. The presenters discuss common challenges, such as the "Dinner Table Syndrome," and stress the importance of providing conscious and consistent access to communication and information. Doing so is vital for fostering cognitive growth, social skills, and self-confidence in deaf and hard-of-hearing children. Watch this workshop recording to learn valuable perspectives and strategies to help ensure your child doesn't miss out on this foundational aspect of learning.

Written in January 2004 by Cecelia Klassen, mom of a 13-year-old Deaf daughter at the time (Quick note: When I say “interpreter,” I mean it loosely. I’m not a certified interpreter—just a mom doing her best to keep up with her Deaf kid. No illusions here.) I saw a young mother the other day struggling to buckle her three kids into car seats. What an exhausting stage of life, I thought. Then I had to pinch myself and ask, Am I crazy? Because honestly, this stage of my life is no less exhausting. I threw on my runners, downed the last of my lukewarm coffee, and mentally geared up for my next gig… interpreting basketball for my 14-year-old daughter, Mari. Grrrrrr. Interpreting—how much do I hate it? Let me count the ways. Interpreting Wasn’t in the Parenting Manual No one told me that having a Deaf kid would mean spending countless hours serving as her personal interpreter during the teen years. I guess I thought some kind of Magical Interpreting Fairy would swoop in at puberty. Spoiler: she never showed. The reason my husband and I are so committed to interpreting for our daughter is simple—we met too many Deaf adults (signing and oral) who didn’t have communication access at family events or in sports and recreation. We were determined our daughter wouldn’t grow up like that. She deserves equal access to information—period. But who came up with the rule that “equal access” means exhausted parents and constant sacrifices? From Sidelines to Full-Court Press Interpreting was relatively easy when she was little. Two teams, a bit of offense and defense, a checkered ball on a field, and me on the sidelines sipping chai tea while signing. It worked. Then came high school sports and Club Volleyball. Suddenly, I needed to upgrade from deodorant to full-strength antiperspirant just to keep up with the pace and terminology. These days, my husband and I average 10–12 hours a week interpreting for Mari. We’ve seen—and made—every mistake in the book. Here’s a sample of our “bad interpreter/mom” moments signed in the middle of practices: • “Blah blah… I have no idea what the coach is saying, just try to lipread.” • “Where’s your water bottle?” • “Pay attention to me—or I’m going to sit in the car.” • “Do you honestly think I want to be doing this?” (Yes, I actually said that.) • “Does this even make sense to you? Because I’m seriously confused.” One time, I signed, “The coach says you need to jump higher.” Mari asked, “Did the coach actually say that?” Welp. The coach was looking the other direction, so… busted. The Family Intervention Mari sat us down and made one thing clear: whether it’s mom or dad interpreting, the only role allowed is interpreter. No parenting. No side commentary. Just pure interpreting. Great. Because what’s the fun in interpreting if I can’t sprinkle in some good old-fashioned mom guilt? But she was right. The other players didn’t have parents hovering at practices, yelling tips from the bench. She wanted equal access, not equal access plus a nagging mom. Learning the Role Now I’m trying to learn. She’s teaching me about boundaries and showing me that this privileged role—as interpreter for my teen—is fragile. I have to honor it. I still mess up, though. Once, Mari had a professional interpreter for a few practices, so I got to play regular parent up in the bleachers. Luxury! But the following week, I was back on the bench—and totally lost. The coach shouted, “Do the AWAY play!” I thought, What language is this woman speaking? I stared blankly. Luckily, Mari lipread it and signed to me: “I’ll explain it later, Mom,” before running down the court. That’s when it hit me: If you don’t understand it, you can’t interpret it. Makes me wonder about professional interpreters too—like, if you don’t get trigonometry, can you really interpret it? Scary thought. But I’ll save that existential dread for another day. Mixed Messages We’re in the middle of a basketball tournament. It’s intense. The coach is screaming, “Up, Mari, up!” I’m thinking, Up? Like put the ball in the air? Raise her hands? Move upcourt? If I ask, the coach might snap because, yes, I am that clueless. But I’ve got to set aside my pride and clarify—because if I get it wrong, Mari will look clueless. And let me tell you: I. Hate. This. Job. Mama Bear on the Bench Mari messes up a play. The coach is yelling. I’m on the bench interpreting, but inside, the Mama Bear in me wants to bite someone. My roles are totally scrambled: Mother/interpreter? Interpreter/mother? Or just… lousy interpreter? We’re in the locker room now. Game strategies are flying. Mari’s trying not to cry. I can’t comfort her—not appropriate. The game starts in three minutes. Mothers don’t belong in locker rooms. But I’m not there as a mom. I’m there as the interpreter. It’s awkward. I feel awkward. I hate this job. I want to cry, too. But We Survive Mari survives. We win the game. She’s named one of the Tournament All Stars. I interpret the announcement with a straight face while she accepts her trophy. Everyone’s watching. I’m her interpreter, not her mom—not in that moment. No smiling. No proud-tears. Just… blank expression. It’s like I’ve developed an emotional split personality. I’m just waiting for someone to stop talking so I can go back to being Mom. Back to Mom Then we walk to the car. Mari hugs me. That hug—pure forgiveness for all my messy, imperfect interpreting. I’m a mom again. Hallelujah. We get home to a messy house, unanswered messages, and a splitting headache. But Mari? She’s smiling. She’s bouncing. She’s happy. So yeah. It’s all worth it. At least… until Rugby season starts in two weeks. Grrrrrr… — Cecelia

The four founding moms: Kathy Caldicott, Cecelia Klassen, Bella Poato & Sylvia Walterhouse We use the term "Deaf" inclusively to represent all Deaf, Hard of Hearing, DeafBlind, DeafDisabled, and late-deafened children. In 1993, four very busy, slightly overwhelmed moms with preschool-aged Deaf children looked ahead to the future—and what we saw was alarming. During those toddler years, we had free in-home ASL classes, parent workshops, and support. But once our kids entered kindergarten? Poof! Everything disappeared. It felt like we were being pushed off a cliff. We were exhausted. Frustrated. Scared. Raising a Deaf child came with overwhelming costs—interpreters, hearing aids, transportation, ASL classes —yet there was no support ahead. We felt abandoned. Worse, the world wasn’t built with our Deaf children in mind. No one prioritized teaching parents sign language. Most schools lacked ASL-proficient staff, leaving Deaf students without full access to learning. Unless they attended the BC School for the Deaf, many Deaf children grew up disconnected from their peers—isolated, lonely, and struggling to navigate a world that wasn’t designed for them. We met many Deaf adults who shared a heartbreaking reality—their parents had never learned more than a few signs, leaving them without meaningful communication within their own families. We refused to let that be our children’s future. We needed strong communication for a lifetime of connection. We needed a network—a place where families could find support and Deaf children could thrive. At every turn, we had to fight—not for extras, but for our Deaf children’s basic human rights. We had to do something. Then one day, Roger Carver, a Deaf leader and then Executive Director of the Deaf Children’s Society of BC, sat us down and said: "You should start a nonprofit and make some noise." So we did. And just like that, the advocacy began—and it never stopped. We wrote letters, joined committees, attended meetings. Whatever it took, we did it. Milestones That Shaped FNDC ✔ 1993 – Four mothers began to dream, organize, and act. Boom! Family Network for Deaf Children (FNDC) is born. ✔ 1995 – FNDC became a registered non-profit society in BC. ✔ 1998 – FNDC became a registered charity in Canada. ✔ Parent-led board: We made a bold decision—FNDC’s Board would be parent-led, ensuring decisions were guided by lived experiences rather than academic theories or professional biases. ✔ We got creative: We ran workshops, created newsletters, and even hosted a Summer ASL Immersion Week—thanks to a tiny grant. ✔ No funding? No problem. We sold ground beef (yes, really!), window stickers, and anxiously hoped for donations. At the time, ASL wasn’t even recognized as a real language for Deaf children in BC. Instead, "Simultaneous Communication" (SimCom) was used almost everywhere including at the BC School for the Deaf. That didn’t sit right with us. So, we pushed back. We demanded change. We wanted ASL recognized as a language—not just a communication tool or option as some professionals told us. We made friends, enemies, and mistakes. But most importantly, we made change happen. Then, in 2001, a turning point: The Greater Vancouver Association of the Deaf (GVAD) entrusted FNDC with a government contract for a Deaf youth summer program—on one condition: we prioritize hiring and training Deaf young adults and create space for meaningful Deaf leadership. We said yes. The Deaf Youth Today (DYT) program was born. But our focus didn’t only shift to children and youth—we knew that parents also needed more support and education. Our advocacy efforts had to continue. What We've Helped Change Years of relentless advocacy have led to major wins for Deaf children and their families in BC. Here’s programs/services that FNDC has helped make happen through letter-writing, committees, needs’ surveys and consultation: Counselling services for Deaf children, youth & families Well-Being Program, Ministry of Health Medical communication access for Deaf children Medical Interpreting Services, Provincial Health Services Authority Family support & ASL classes for parents Provincial Deaf & Hard of Hearing Services (PDHHS) Newborn hearing screening for all babies in BC Early Hearing Program, Ministry of Health Increased cochlear implant surgeries (previously limited to two per year), replacement processors & Hearing Aids for Deaf Children up to age 19 Ministry of Health Long-term financial planning for Deaf children - Registered Disability Savings Plan (RDSP) Employment and Social Development Canada Deaf Access Grant for Deaf students to attend Gallaudet University & NTID (New York) Student Aid BC, Ministry of Post Secondary Education & Future Skills Communication access for Deaf children & adults Video Relay Services (VRS) mandated by Canadian Radio-television and Telecommunications Commission Other Wins ✔ ASL is now the primary language of instruction at BC School for the Deaf (previously SimCom) ✔ ASL for academic credit at universities and institutions ✔ Accessibility Canada Act (2019) ✔ Accessibility BC Act (2021) Where We Are Today FNDC has expanded into a province-wide organization, dedicated to advocating for language access and fostering a strong community for Deaf children and their families. With this growth came an important realization—while our parent-led board ensures decisions are shaped by lived experience, 90% of Deaf children are born to hearing parents. To truly serve our community, we recognized the need for more Deaf individuals in leadership roles, guiding the future of our organization. What We Do ✔ Create spaces where Deaf children naturally learn ASL. ✔ Help parents connect with Deaf adults to truly understand their child’s potential. ✔ Provide Deaf youth with opportunities to learn from Deaf mentors. ✔ Bring families together to build a strong, supportive community. ✔ Expand leadership programs and employment that empower the next generation of Deaf youth. Our Deaf Youth Today Program Offers Weekly day & overnight summer camps Leadership training Employment opportunities for Deaf youth Family Deaf Camp Family events throughout BC Our Family Support Program Offers Parent workshops Information access via our newsletter, emails & social media Provincial advocacy for Deaf children’s rights Join Us in Making a Difference Every Deaf child deserves the right to learn, connect, and thrive. At FNDC, we fight tirelessly to make that a reality—but we can’t do it alone. Your donation directly impacts Deaf children and their families by Empowering families with vital resources and support on their journey. Creating ASL-rich environments where Deaf children can flourish. Providing leadership training & employment opportunities for Deaf youth. Advocating for language access so every Deaf child in BC has the right to learn and belong. Together, we can break down barriers and create a world where every Deaf child thrives—one that embraces ASL, fosters deep connections, and ensures a lifetime of meaningful communication. With access, inclusion, and community, we empower Deaf children to reach their full potential 💙 Donate today—your gift transforms lives! Just look at our young Deaf adults—they are living proof that your support makes a lasting impact."

Written by Cecelia Klassen, 2018 Author’s Note to Readers: This was a difficult article to write, as I have not personally lived the experience as a parent of a Deaf child with additional special needs. This article wouldn’t have been possible without my dear friends Kathy Caldicott and Sylvia Walterhouse—thank you for allowing me to walk alongside you for over 25 years. You’ve both taught me so much through your fierce advocacy and wisdom about the expectations of the school system when it comes to educating Deaf children. Thank you for being my mentors. The Issue As a parent of a young Deaf adult, and having worked with Deaf and hard of hearing (DHH) children for the past 20 years, I’ve seen a significant demographic shift in the children served—both in schools and in out-of-school programs. Today, approximately 40% of DHH children have multiple disabilities (DHHMD), yet this group is often treated as invisible, with little research, minimal support, and even less understanding. Every parent hopes for and expects the best outcomes for their DHH or DHHMD child. But the journey into Deafness and multiple disabilities is usually a foreign one. Language is essential to the well-being of every human being. As Helen Keller once said: “Blindness separates people from things, but deafness separates people from people.” How can DHHMD children feel a sense of belonging if they don’t have access to language that allows them to engage with the people around them? Language is exponentially more vital for DHHMD children. Yet sadly, due to a harmful “trade-off” philosophy, we often sacrifice their access to language in favour of supporting their multiple disabilities—or vice versa. Shouldn’t we be supporting the whole child? What We Know All DHHMD children need a full and growing language, with rich exposure to many skilled language role models. Unfortunately, what often happens instead is that weaker language models—with limited vocabulary or a lack of knowledge about DHH learning needs—are assigned to work with DHHMD children. And without growing language, these children are at greater risk of not feeling like they belong, even within their own families and communities. Language is directly tied to self-worth and belonging. DHHMD children are often stuck in a lose-lose situation: • An educational interpreter who doesn’t have the training to support additional disabilities, versus • An educational assistant who doesn’t know sign language or doesn’t have the tools to develop spoken language. Or: • A Teacher of the Deaf/Hard of Hearing who is not trained in special needs, versus • A Special Education teacher who isn’t equipped to meet the language needs of DHH students. The needs of DHHMD children are complex—but the current system tends to offer an “either/or” approach, rather than a comprehensive, whole-child solution. We must not sacrifice language role models and language access in order to meet additional disability needs. DHHMD children require skilled, highly trained professionals who can support both their language development and their special needs. While many DHHMD children benefit from augmentative communication tools like iPads or communication boards, some are not even given the opportunity to access or develop a full language before these decisions are made. That’s not good enough. Parents and educators must critically evaluate how to best support true language development, rather than jumping to quick-fix communication tools. Why are we creating a “language vs. disability” conundrum in the first place? Shouldn’t language be fundamental and disability support a given right for all DHHMD children? What We Don’t Know • Are we giving DHHMD children the best possible chance at language? • Or are we lowering the language bar? • Will we ever know what a DHHMD child might have achieved with the right interventions at the right time? • Do we truly understand the long-term impact of the “trade-off” decisions we’re making? These are tough questions—and they deserve honest answers. Implications When DHHMD children grow up without access to a full, rich language, the consequences are serious: • They may feel invisible. • They may lack a sense of belonging. • They may struggle to form deep relationships with family and friends. • They may find themselves isolated within their own communities. Professionals must be transparent with parents about the long-term effects of language deprivation and the importance of robust supports for additional disabilities. And beyond that, Teachers of the Deaf/HH and Special Education teachers must collaborate. We can’t keep dividing a child into separate “needs buckets” based on job descriptions. We must work together to meet the needs of the whole child. Final Thoughts Every DHHMD child needs a cheerleader—a parent who sees their potential and believes in their ability to build a life filled with love, learning, relationships, and language. We cannot leave this work solely to professionals. As parents, our relationships with our children last a lifetime. Let’s make language and belonging the center of the conversation. Let’s support the whole child—not just the parts that fit into the system. — Cecelia Klassen

Provincial Language Services (PLS) Website: www.phsa.ca/pls Contact: pls@phsa.ca Support/Serve: Deaf, Deaf-Blind, Hard of Hearing, and their designates (all ages) Provincial Language Services (PLS), a program under the Provincial Health Services Authority, ensures equitable access to health care for Deaf, Deaf-Blind, and Hard of Hearing individuals in British Columbia. PLS provides sign language interpreting, intervenor, and Communication Access Realtime Translation (CART) services 24/7 at no cost to patients or practitioners. The program also supports health care organizations and staff through consultation, education, community engagement, and outreach. Westcoast Association of Visual Language Interpreters (WAVLI) Website: www.wavli.com Contact: wavli@wavli.com Support/Serve: Deaf, Hard of Hearing, DeafBlind, and Deaf with additional disabilities community throughout the whole lifespan WAVLI is the BC provincial professional association of interpreters who work together to interpret between English and American Sign Language. Our membership is comprised of Registered Sign Language Interpreters, and Deaf Interpreters, all working in a wide variety of settings. Deaf Well Being Program (WBP) Website: https://deafwellbeing.vch.ca/ Contact: WellBeing.Staff@vch.ca Support/Serve: Deaf, Hard of Hearing and Deaf-Blind of all ages living in BC The Well-Being Program was created to provide accessible mental health services for Deaf, Hard of Hearing, and Deaf-Blind people in BC. Our mandate is addressing cultural and/or language barriers to facilitate clients’ access to and benefit from mental health and substance use services. We provide services for those who identify themselves as culturally Deaf & communicate with sign language. We also provide services for those who may identify themselves as oral deaf, hearing impaired, or hard of hearing, as well as those who may communicate orally. Our criteria for provision of services is that individuals with hearing loss must demonstrate challenges or barriers to accessing other mainstream services. If an individual can access mainstream services, they will be referred elsewhere. BC Deaf Sports Federation (BCDSF) 4445 Norfolk St, Burnaby, BC V5G 0A7 Website: bcdeafsports.bc.ca Contact: info@bcdeafsports.bc.ca Support/Serve: Deaf, Hard of Hearing, DeafBlind, ages 5 + BC Deaf Sports Federation (BCDSF) is a provincial, non-profit organization that was established in 1975 and became officially incorporated in 1978. BCDSF is a functioning umbrella for multi-sports and extends its support to deaf, deaf-blind and hard of hearing athletes of all ages. BCDSF has been promoting awareness, giving support and encouraging athletes to participate in recreational and competitive sports at local, provincial and national levels. Canadian Hard of Hearing Association – BC Chapter (CHHA-BC) Website: https://chha-bc.org/ Contact: operationsmanager@chha-bc.org Support/Serve: Youth & Adults who have hearing loss and who communicate primarily through the spoken word, and their families CHHA BC is a consumer-based, non-profit, self-help organization of hard of hearing consumers and their support networks operating in the Province of British Columbia. We are committed to removing barriers by providing: supportive environments, education, resources, referrals, and advocacy. CHHA-BC's philosophy is that persons who are hard of hearing are productive members of society with rights to full access to their social environment and to freedom from all forms of discrimination. CHHA-BC is committed to employing leading edge technology for communication and accessibility, to maintaining fiscal responsibility and to educating the public about the potential risk of hearing loss.

Deaf and Hard of Hearing Program (DHH) - Vancouver Community College Website: www.vcc.ca Contact: dhh@vcc.ca Support/Serve: Deaf, Hard of Hearing, DeafBlind students, ages 18+ Vancouver Community College DHH Program offers Deaf, DeafBlind and hard of hearing adults upgrading in all levels of English, Employment Skills, ASL and Communications (hard of hearing). We serve adults 18 years +. The DHH program helps the individual develop more meaningful involvement and prepares the individual for the future. DHH/VCC provides accommodation and funding options. Academic Communication Equity BC (ACE-BC) Website: www.ace-bc.ca (you can leave a video or chat message) Contact: office@ace-bc.ca Support/Serve: Deaf, Hard of Hearing, DeafBlind learners, as well as service providers (interpreting and transcribing) in the post secondary system Academic Communication Equity-British Columbia (ACE BC) is a centralized service as part of the Ministry of Post-Secondary Education and Future Skills Accessibility Supports Framework. ACE-BC provides educational resources, training, and consulting services to support equitable access to education for Deaf, hard of hearing, and Deafblind (DHHDB) students. They also support Youth transitioning into post-secondary and adult learners in post-secondary education

BC School for the Deaf (BCSD) Website: https://bcsd.burnabyschools.ca Contact: through website or phone: 604-296-6880 Support/Serve: Deaf, HH and DeafBlind students, kindergarten to Grade 12 The BC School for the Deaf recognizes both American Sign Language and English as essential languages of instruction. The school is dedicated to fostering a positive environment where students are respected, and communication is clear and effective. It supports students’ growth by ensuring both ASL and English are used to facilitate learning. The school also highlights the importance of role models from the Deaf community. Through a learner-focused curriculum, BCSD equips students with the skills they need to succeed in a rapidly evolving world. Provincial Outreach Program: Deaf and Hard of Hearing (POPDHH) Website popdhh.ca Contact: office@popdhh.ca Support/Serve: DHH students, Kindergarten to Grade 12 Upon request from School Districts, Independent Schools and First Nations programs, the Provincial Outreach Program provides educational consultation, programming and support for students who are Deaf and Hard of Hearing all over British Columbia. The POPDHH team has specialized staff with training and experience to support all students who are deaf and hard of hearing regardless of their hearing levels, listening devices and communication modalities. Students who attend public schools, First Nations Programs and Independent Schools are eligible to receive services from POPDHH. Auditory Outreach Provincial Resource Program Website: www.auditoryoutreach.ca Contact: info@auditoryoutreach.ca Support/Serve: DHHDB students Kindergarten to Grade 12 Students must be registered at a public, First Nations or Group 1 or 2 independent school to benefit from our services. Auditory Outreach loans personal assistive listening devices to public school districts, and group 1 and 2 independent schools, for individual students with hearing loss identified as needing this technology for school use. Additionally, Auditory Outreach provides consultative support to students with cochlear implants and other implantable hearing devices so students may derive maximum benefit from this technology. AO-PRP provides a variety of consultative services including but not limited to consultation to school staff and to parents, assistance with assessments, and assistance with the establishment of goals for individualized education programs.

Guide By Your Side Program (GBYS) Website: https://www.bchandsandvoices.com/guide-by-your-side/ Contact: gbys@phsa.ca Support/Serve: Families of deaf/hard of hearing children aged birth to 2 years old Guide By Your Side (GBYS) is a Hands & Voices program offered free to families in BC as part of the BC Early Hearing Program. Families of infants and very young children identified through newborn hearing screening can connect with trained Parent Guides and Deaf/Hard of Hearing Guides. Families can learn and be supported by experienced parents who share the common bond of raising a deaf/hard of hearing child as well as Deaf and hard of hearing adult role models who are uniquely qualified to provide families with invaluable perspectives that come from personal, lived experience. Provincial Deaf and Hard of Hearing Services (PDHHS) Website: https://www2.gov.bc.ca/gov/content/family-social-supports/youth-and-family-services/deaf-hard-of-hearing Contact: PDHHS@gov.bc.ca (for all programs) Serve/Support: Deaf, Deafblind, hard of hearing children, ages birth to 18, and their families. We also provide consultation to professionals that work with this specific population and age mandate. PDHHS can offer support for families with deaf, deafblind and hard of hearing children between ages 0-18. This includes family navigation, professional consultation, youth planning for their future, dorm students attending BC School for the Deaf and connection to community partners and family networks. Family Network for Deaf Children (FNDC) (That's us :) ) Website: www.fndc.ca Contact: fndc@fndc.ca or dyt@fndc.ca Support/Serve: DHH children (ages 5 to 18) and their families Family Network for Deaf Children (FNDC), we’re all about helping families with Deaf and Hard of Hearing (DHH) kids thrive through workshops, advocacy, ASL family events, and resources. Our annual Family Deaf Camp is the highlight of the year—a gathering where families make lifelong friendships, laugh, and build connections with Deaf mentors and role models. Parents get a sneak peek at the bright futures awaiting their kids, seeing exactly who they can grow up to be. Deaf Youth Today (DYT) is FNDC’s kids/youth program offering fun activities in ASL for DHH kids throughout British Columbia. DYT is a welcoming, Deaf-friendly place where children can make friends and further develop their language. Our staff, who are young Deaf DHH adults, set positive examples by teaching useful skills such as problem-solving, leadership, resilience, and advocating for themselves. This helps DHH children become confident and independent. DYT also has a Leadership in Training (LIT) program for DHH teens. The LIT program teaches leadership skills, independence, everyday life skills, and job readiness preparing them for possible jobs within our DYT program. BC Hands & Voices (BCH&V) Website www.bchandsandvoices.com Contact: info@bchandsandvoices.com Serve/Support: families with DHHDB children, 0 to 5 years B.C. Hands & Voices is a parent-driven, non-profit organization dedicated to supporting families with children who are deaf or hard of hearing. We are a parent/professional collaborative group that is unbiased towards communication modes and methods, believing that families will make the best choices for their children if they have access to good information and support. Our goal is to support families in achieving successful outcomes for their children. We believe: “What works for your child is what makes the choice right.” Northern BC Children & Families Hearing Society Website: www.nbchearingsociety.com Contact: pgdeafnorth@gmail.com Support/Serve: deaf and hard-of-hearing children (birth to age 23) and their families throughout Northern BC. The Northern BC Children & Families Hearing Society is a parent-driven, non-profit organization dedicated to supporting families of Deaf and hard of hearing children in Northern BC. We work together to empower families, foster meaningful connections, and provide vital support through access to information, resources, programs and opportunities for social, educational, and community engagement Canadian Deafblind Association - BC Chapter (CDBABC) Website: www.cdbabc.ca Contact: theresa@cdbabc.ca Support/Serve: Children and youth with deafblindness (ages birth to 24) and their families. CDBA-BC is a charitable not-for-profit organization. It is one of 3 national chapters of the National Canadian Deafblind Association promoting the awareness and recognition of deafblindness and deafblind Intervention. CDBA-BC supports children with deafblindness from birth to 5 years (Early Intervention Program), 2 to 19 years (Intervention Program) and 14 - 24 years (Youth Transition Program). It also offers a Summer Recreation Program, Virtual Recreation Program, Hospital/Relief Intervention Services Program and Sensory Clinics. CDBA-BC also supports Intervenors working with children and youth.

BC Family Hearing Resource Society (BCFHRS) Website: https://www.bcfamilyhearing.com/ Contact: info@bcfamilyhearing.com Support/Serve: families with DHH children birth to school-entry BC Family Hearing Resource Society is the largest not-for-profit organization in British Columbia serving children who are deaf and hard of hearing, aged birth to school-entry. For over 40 years, we have been providing intervention, support, education, sign language instruction and peer-to-peer mentoring to families throughout the province. Our services are evidence based, non-biased and delivered by an experienced and professional team. Family-centred care is a core principle in our organization, and we work in partnership with families and community partners to provide quality intervention services appropriate for each individual child and family. Deaf Children’s Society of BC (DCS) Website: www.deafchildren.bc.ca Contact: office@deafchildren.bc.ca Support/Serve: DHHDB children birth to 5 years old and Children of Deaf Adults (CODA) and their families Deaf Children's Society of BC (DCS) is a non-profit organization dedicated to supporting Deaf, DeafBlind Hard-of-Hearing children, and Children of Deaf Adults (CODA) and their families. Our mission is to promote awareness, understanding, and inclusivity, ensuring that all children acquire the cultural knowledge and opportunities they need for fulfilling lives. We provide equitable, family-centered early intervention services focused on child well-being and language access. Our goal is to reduce language deprivation among Deaf children through comprehensive early intervention and by implementing signed language curricula. Through advocacy, outreach, and collaboration with the community, we strive to empower families and promote equal opportunities for Deaf children throughout British Columbia Children’s Hearing & Speech Centre of BC (CHSC) Website: https://www.childrenshearing.ca Contact: info@childrenshearing.ca Support/Serve: Deaf & Hard of Hearing Children and their families (birth to age 18) Children’s Hearing & Speech Centre of BC (CHSC) established in 1963, is a family-focused clinical and educational centre that provides listening and spoken language therapy to children with hearing loss, giving them the skills and confidence they need to achieve their fullest potential! Our programs and services support children from birth through high school graduation. We understand the many ways that words connect your child's heart to yours. Our team of teachers and specialists warmly supports your whole family in developing the spoken language skills needed to connect, flourish, and thrive. Canadian Deafblind Association - BC Chapter (CDBABC) Website: www.cdbabc.ca Contact: theresa@cdbabc.ca Support/Serve: Children and youth with deafblindness (ages birth to 24) and their families. Also support Intervenors CDBA-BC is a charitable not-for-profit organization. It is one of 3 national chapters of the National Canadian Deafblind Association promoting the awareness and recognition of deafblindness and deafblind Intervention. CDBA-BC supports children with deafblindness from birth to 5 years (Early Intervention Program), 2 to 19 years (Intervention Program) and 14 - 24 years (Youth Transition Program). It also offers a Summer Recreation Program, Virtual Recreation Program, Hospital/Relief Intervention Services Program and Sensory Clinics. CDBA-BC also supports Intervenors working with children and youth.

BC Early Hearing Program (BCEHP) Website: BC Early Hearing Program Contact: bcehp@phsa.ca Support/Serve: families with Deaf, Hard of Hearing, DeafBlind children ages 0 to 5 The BC Early Hearing Program (BCEHP) is the province-wide screening program to check hearing for babies born in BC. The program provides integrated services from hearing screening to hearing testing as well as early language support following identification, and works in partnership with providers towards achieving the best language outcomes for all young children in BC. Hearing Loss Team at Sunny Hill Health Centre Provincial Health Services Authority Website: http://www.bcchildrens.ca/our-services/sunny-hill-health-centre/our-services/hearing-loss#Your--team Contact: 604-875-2345, ask for the Hearing Team at Sunny Hill Support/Serve: DHH children and youth in BC from birth to 19 years of age We are an interdisciplinary assessment team that consists of developmental pediatrics, psychology, speech-language pathology, recreational therapy, audiology, social work and nursing. The services we provide will depend on your child's specific needs. Our goal is to help you understand your child's hearing needs and how they may impact your child's overall development, learning, communication and behaviour. We work together with your family and community professionals to identify and assess your child’s developmental strengths and challenges, make a diagnosis when appropriate, advocate for your child within their own community and provide strategies to ensure your child develops to their full potential. To refer your child to our team, please have their doctor (family doctor, pediatrician, ENT, or pediatric specialist) send a referral to Neuromotor Services at Sunny Hill Health Centre by mail or fax. Wavefront Centre for Communication Accessibility Website: www.wavefrontcentre.ca Contact: info@wavefrontcentre.ca | 604-736-7391 (TTY: 604-736-2527) Support/Serve: Deaf, DeafBlind, and Hard of Hearing individuals of all ages – offering professional ASL and medical interpreting services along with access to a wide range of assistive communication devices (via their Communication Devices Showroom) Wavefront Centre’s Interpreting Services and Medical Interpreting Services provide professional sign language interpreting services to ensure seamless communication between Deaf, DeafBlind and Hard of Hearing individuals of all ages who use American Sign Language (ASL) and those who use spoken language. Wavefront Centre’s Communication Devices Showroom is located at our Quebec Street head office, displaying a variety of assistive listening and alerting devices. The showroom is open five days a week, and shopping is also conveniently available online at any time

https://www.dailymoth.com/ The Daily Moth delivers news in American Sign Language, covering a wide range of topics from politics and world events to Deaf community news. Founded by Alex Abenchuchan, this platform has become an essential news source for the Deaf community, providing accessible information through ASL videos posted regularly. The Daily Moth ensures Deaf individuals have equal access to current events and important information in their native language.

Atomic Hands is committed to increasing public accessibility to science, technology, engineering, and mathematics (STEM) through ASL - visit https://atomichands.com/ Founded by Dr. Alicia Wooten and Dr. Barbara Spiecker, Atomic Hands addresses the gap in STEM education for Deaf and Hard of Hearing students. The platform provides specialized signs for STEM vocabulary, conceptual videos explaining complex scientific ideas, and storybooks that make STEM subjects accessible in ASL. Their work is crucial for Deaf students pursuing careers in science, technology, engineering, and mathematics fields, helping to break down communication barriers in technical education.

Visit https://dpan.tv/ D-PAN is a nonprofit organization that creates high-quality American Sign Language (ASL) video content to make information and media accessible to the Deaf community. They produce ASL music videos, documentaries, and other media that showcase Deaf talent and culture. D-PAN bridges the gap between the hearing and Deaf worlds through artistic expression, providing entertainment that is fully accessible while elevating Deaf artists and performers.

https://aslized.org/ ASLized produces high-quality teaching and learning materials in American Sign Language, focusing on linguistics, literature, culture, history, and education. Their team of Deaf professionals creates resources that preserve ASL as a language while making educational content accessible. ASLized's work contributes significantly to ASL scholarship and helps maintain the richness of Deaf culture through proper documentation and educational resources.

https://csdlearns.com/ Created by Communication Service for the Deaf (CSD), this educational platform provides accessible learning opportunities tailored to the Deaf community. CSD Learns offers courses in financial literacy, career readiness, and other life skills with all content presented in ASL with English support. Their curriculum is designed by Deaf educators who understand the specific learning needs of Deaf students, making education truly accessible.

This comprehensive guide explores the connection between cerebral palsy and hearing loss, providing information about assessment, intervention, and support strategies for children with both conditions. The resource helps parents understand the unique challenges these children face and how to advocate for appropriate services. Available at https://www.cerebralpalsyguidance.com/cerebral-palsy/associated-disorders/hearing-problems/, this guide supports parents of DeafDisabled children in making informed decisions about their child's care.

This comprehensive collection of educational resources is specifically designed for Deaf students, educators, and families. The library contains teaching materials, research papers, curriculum guides, and instructional strategies that support bilingual education approaches using ASL and written English. These resources help educators implement evidence-based practices that honor Deaf students' visual learning styles while providing access to academic content.

ASL eBooks and Resources for Deaf Kids" is a comprehensive Google Docs collection that compiles various digital reading materials and educational resources specifically designed for Deaf and Hard of Hearing children. This collaborative document serves as a centralized hub where parents, educators, and caregivers can find age-appropriate ASL literature, interactive eBooks with signed content, and supplementary learning tools that support bilingual development in both ASL and written English. The resource emphasizes visual learning strategies and culturally relevant content that reflects Deaf experiences, making literacy development more accessible and engaging for Deaf children. Available at https://docs.google.com/document/d/1rgAG1vqyU1RAlOZOXSvdyPk0Y4gPN51jOFTqLKN00hw/edit?tab=t.0, this document is regularly updated with new materials and community recommendations to ensure Deaf children have access to diverse reading experiences that nurture both language acquisition and a love of reading.

Designed specifically for Deaf learners, Model Math provides visual approaches to mathematical concepts using ASL explanations and spatial demonstrations. The resource bridges the gap between abstract mathematical ideas and visual-spatial thinking, making math accessible for Deaf students who learn best through visual modalities. Model Math helps Deaf children build strong mathematical foundations while developing the specialized vocabulary needed to discuss mathematical concepts in ASL.

This comprehensive online learning platform offers educational videos and interactive content specifically designed for Deaf and Hard of Hearing children. The resource uses visual learning strategies and ASL instruction to teach various subjects, ensuring educational content is fully accessible. Available at https://silentvoice.ca/upcp_product/elearning-for-deaf-kids/, the platform supports academic development while honoring ASL as the primary language of instruction.

Kids Help Phone's ASL mental health resource video is a collaborative effort with the Bob Rumball Canadian Centre of Excellence for the Deaf, providing essential mental health information in American Sign Language for Deaf youth across Canada. The comprehensive 7-minute video covers key topics including what mental health is, mental health challenges, mental disorders, the mental health spectrum, and available support resources. Created specifically to address the communication barriers often faced by Deaf young people seeking mental health information, this resource ensures accessibility through native ASL presentation rather than just captioned content. The video is part of Kids Help Phone's commitment to providing multilingual and confidential e-mental health support services, while also reflecting the Bob Rumball Centre's mission to create spaces for Deaf communities to access care without communication barriers. The full video is available at https://www.youtube.com/watch?v=_j0oGnfb7fw, with a text version also accessible on the Kids Help Phone website.

https://www.youtube.com/playlist?list=PLI5yTJXVZL3iESCUxuIzc35H7rcE1BN-q This visual video-based directory showcases businesses owned and operated by Deaf entrepreneurs across various industries. By highlighting these enterprises, the resource promotes economic empowerment within the Deaf community and encourages consumers to support Deaf-owned ventures. The directory helps create visibility for Deaf business owners who often face unique challenges in the marketplace and serves as inspiration for aspiring Deaf entrepreneurs.

This is an ASL adaptation of the classic children's book by P.D. Eastman, presented through video storytelling. The adaptation maintains the charm of the original story while utilizing ASL features like classifiers, role shifting, and spatial grammar to create an immersive visual narrative. This resource helps Deaf children develop language skills while enjoying a beloved children's classic in their natural language.

The mission of the Transformative Deaf Education (TDE) is to promote the practice of social justice in Deaf Education and deaf programs for birth-12 grade learners. TDE’s vision aims for an agent of change to transform Deaf Education for equity and inclusive atmosphere in a school setting.

Rocky Mountain Deaf School's YouTube channel (RMDSCO) offers a rich collection of ASL storytelling videos created specifically for Deaf and Hard of Hearing children. The channel features skilled Deaf storytellers who bring children's literature to life through expressive ASL, complete with engaging visual elements, animations, and vocabulary development activities. Recent uploads like "Different!" (October 2024) showcase their high-quality productions that include ASL rhymes, rhythms, and handshape skits, all carefully edited by academic ASL resource specialists. Their videos serve both educational and entertainment purposes, helping children develop ASL fluency while enjoying classic and contemporary stories. The channel represents RMDS's commitment to bilingual education and provides valuable resources for families, educators, and ASL learners seeking authentic Deaf storytelling experiences.

https://www.youtube.com/playlist?app=desktop&list=PL0Rfmo1KQdZJqt-5rQm_2Ul8hVolM0jet This video series brings children's literature to life through ASL storytelling, featuring skilled Deaf narrators who translate and adapt popular books into visually engaging stories. The videos maintain the richness of the original tales while incorporating Deaf cultural elements and ASL linguistics. ASL Book time helps develop language acquisition in Deaf children while fostering a love of reading and storytelling.

https://www.youtube.com/channel/UCs-1XzCF1WBm6NlfEtmnWFw/playlists Amanda Mitchell is a Deaf and Hard of Hearing resource specialist who provides consultation, workshops, and educational materials for families with Deaf children. Her expertise helps parents navigate educational options, communication choices, and advocacy strategies. Mitchell's resources empower parents to support their Deaf children's development while understanding the importance of early language acquisition and Deaf cultural identity.

https://motionlightlab.com/ https://www.youtube.com/c/MotionLightLab Motion Light Lab features a Deaf team dedicated to creating Deaf representation in technology. Their innovative work focuses on developing visual storytelling techniques, bilingual education tools, and immersive experiences that center Deaf perspectives. The lab explores the intersection of technology and sign language, creating groundbreaking applications that enhance communication accessibility and showcase the visual-spatial nature of Deaf culture.

https://deafchildren.org/knowledge-center/asl-resources/sign-language-stories/ This comprehensive collection catalogs ASL storytelling videos from various sources, organized by age group, theme, and educational content. The directory makes it easy for parents, educators, and children to find appropriate ASL stories for entertainment or educational purposes. By centralizing these resources, the directory promotes ASL literacy and provides Deaf children with access to a wide range of literature in their native language.

Developed by a Deaf-owned and operated company, this mobile application features over 2,500 signs and phrases taught by Deaf instructors. The app uses video demonstrations with multiple angles to show the precise handshapes and movements of each sign. With its game-like interface and achievement system, THE ASL APP makes language learning engaging for children while ensuring authenticity through its all-Deaf development team.

https://www.signitasl.com/ This web-based learning platform features a diverse cast of Deaf instructors and actors presenting ASL through engaging storylines, focused teaching segments, and behind-the-scenes interviews. The curriculum is designed to build vocabulary and grammar skills progressively while immersing learners in authentic Deaf cultural contexts. Sign It ASL makes language acquisition enjoyable for children through its narrative approach and high-production-value content.

This comprehensive platform from the world's premier university for Deaf students offers structured ASL lessons, cultural information, and interactive learning activities. The resource provides progressive learning paths from basic vocabulary to complex grammatical concepts. Available at https://gallaudet.edu/asl-connect/topics/, ASL Connect gives children and teens access to university-quality language instruction designed by Deaf educators.

https://aslnook.com/ Created by a Deaf family, ASL Nook provides child-friendly ASL lessons through engaging videos that teach vocabulary, expressions, and Deaf culture. The videos feature Deaf children and adults demonstrating signs in natural contexts, making language learning fun and relatable. ASL Nook helps both Deaf children develop their native language skills and hearing children learn ASL through age-appropriate, visually engaging content.

The Deaf Children’s Society of BC provides free, online American Sign Language (ASL) classes for parents of deaf and hard of hearing (DHH) children from birth to school age. These 10-week sessions are designed to help families develop fundamental ASL skills to communicate effectively with their child and foster language development in an accessible, visual modality. Classes are conducted virtually via Zoom, making them accessible to families across British Columbia. The program focuses on practical vocabulary, expressive and receptive skills, and an introduction to Deaf culture. By equipping parents with ASL proficiency, the Deaf Children’s Society aims to strengthen early communication and language access for young DHH children. Learn more here

Provincial Deaf & Hard of Hearing Services (BC Ministry of Children & Family Development) The Provincial Deaf & Hard of Hearing Services (PDHHS), under the BC Ministry of Children & Family Development, offers free ASL classes for families with K-12 students who are deaf and hard of hearing (DHH). These classes provide essential communication tools to parents, siblings, and caregivers, ensuring that children have full access to language at home. PDHHS offers various learning options, including individual tutoring and group lessons, to meet families’ diverse needs. In addition to ASL language instruction, the service provides guidance on Deaf culture, communication strategies, and support networks for families navigating the education system with a DHH child. Learn more here

Douglas College offers an introductory course in American Sign Language (MODL 1161), designed for students with little or no prior experience in ASL. This course covers fundamental ASL vocabulary, grammar, and syntax, as well as fingerspelling and introductory Deaf culture concepts. Students will engage in immersive, interactive learning experiences to build their expressive and receptive skills in ASL. The course is ideal for those looking to develop basic communication skills or lay the foundation for further ASL studies. Located in Coquitlam, Douglas College provides a structured and engaging environment for students to begin their ASL learning journey. Learn more here

The BC Family Hearing Resource Society offers free ASL instruction for parents and caregivers of birth to school-age deaf and hard of hearing (DHH) children in British Columbia. Their programs include individualized ASL coaching and group classes designed to help families build confidence in using ASL in their daily lives. The society recognizes that early language access is critical for DHH children’s cognitive and social development, so their classes emphasize both functional communication and natural language acquisition. Through engaging and interactive lessons, families learn essential vocabulary, sentence structures, and conversational skills while also gaining insights into Deaf culture and community. Learn more here

The University of Victoria offers ASL courses through its Continuing Studies program, providing learners with the opportunity to acquire foundational and advanced sign language skills. The program includes a structured curriculum covering ASL vocabulary, sentence structure, and non-manual markers, helping students develop their ability to communicate effectively in ASL. These courses also introduce students to Deaf culture, history, and community dynamics, enhancing their understanding of the language’s broader social context. Designed for beginners and those looking to expand their ASL proficiency, the program is open to students from diverse backgrounds and professional fields, including education, healthcare, and social services. Learn more here

Vancouver Community College (VCC) offers a comprehensive ASL and Deaf Studies Certificate Program, a 10-month full-time program designed for students who want to develop fluency in ASL while gaining a deep understanding of Deaf culture. The curriculum covers ASL grammar, facial expressions, classifiers, and conversational skills while also exploring topics such as Deaf history, identity, and community engagement. The program is suitable for those looking to work in Deaf education, interpreting, or advocacy roles. Additionally, VCC provides individual ASL courses for those who want to learn the language at a more flexible pace. Learn more here

The Island Deaf and Hard of Hearing Centre (IDHHC) offers ASL classes for individuals and families on Vancouver Island who want to improve their communication with the Deaf and Hard of Hearing community. These classes are open to beginners and those looking to enhance their ASL skills. The IDHHC also provides customized ASL workshops for workplaces, community organizations, and professionals seeking to create a more inclusive environment for DHH individuals. Their programs emphasize interactive learning and real-world applications, making ASL accessible to a broad range of learners. Learn more here

Queer ASL is a unique Vancouver-based program that offers ASL classes specifically designed for the 2SLGBTQIA+ community and allies. The classes are taught by Deaf queer and trans instructors, creating an inclusive learning environment where students can engage with ASL in a way that reflects their identities and lived experiences. The program prioritizes accessibility, anti-oppression, and community-building, ensuring that students not only learn the language but also gain a deeper understanding of Deaf culture and intersectionality. Classes range from beginner to advanced levels, with a focus on practical communication skills in everyday settings. Learn more here