61. Teacher Collaboration to students who were deaf, hard of Delivery Systems; Elementary education; *Hearing Impairments Effectiveness; Qualitative Research; Teaching Models; *Team http://ericec.org/faq/regsped.html

Teacher Collaboration (updated March 2002) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org What are some ways regular educators and special educators can work together effectively? "Co-teaching is defined as two or more professionals delivering substantive instruction to a group of students with diverse learning needs. This approach increases instructional options, improves educational programs, reduces stigmatization for students, and provides support to the professionals involved. Co-teaching is an appropriate service delivery approach for students with disabilities who can benefit from general education curriculum if given appropriate supports. Teachers and related service professionals who are flexible and have good judgment are likely to be successful in this role. Co-teachers need preparation, administrative support, and opportunities to nurture their collaborative relationships. Co-teaching programs should be planned and implemented systematically. Deliberate and ongoing communication among everyone involved is essential." (From Focus on Exceptional Children. Vol. 28 (3), 1995. Cook and Friend, authors. Love Publishing Co., PO Box 22353, 9101 East Kenyon Avenue, Suite 220, Denver, CO 80222)

62. BC Ministry Of Education - Special Programs: Hearing Impairments Sample Note Page from Consultation with Teachers of the deaf and Hard of Hearing; Sample Questions For the First Educational Team Meeting; Sample Note Page for http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm

Hard of Hearing and Deaf Students: A Resource Guide to Support Classroom Teachers Contents Introduction Range of Hearing Loss and Educational Implications Sample Audiograms Preparing to Teach Students who are Hard of Hearing or Deaf ... Special Education Home

63. Deaf Education in Central Institute for the deaf s worldrenowned Staffed with experienced teachers, the CID school and auditory training) approach to education and are http://www.cid.wustl.edu/gradstud/Deaf Ed/DeafEd.htm

Education of the Hearing Impaired Course Requirements From the moment our graduate students walk through our doors, they begin getting to know the children in Central Institute for the Deaf's world-renowned school where hearing-impaired children from birth through age 12 learn to listen, talk and achieve literacy. Staffed with experienced teachers, the CID school environment accommodates a substantial amount of directly supervised classroom experience for students in the graduate program. Graduates are fully prepared to carry out an oral (speech, speechreading and auditory training) approach to education and are qualified for positions in both oral-only settings and settings that employ total communication (a combination of oral and manual communication methods). An educator of the hearing impaired is qualified by academic training to teach children who have hearing impairments. Much of the work involves developing language and speech skills. For very young children, language and speech concepts are conveyed in a variety of settings and generally involve working with parents. For older children, language and speech are taught in a classroom setting in concert with conventional academic subjects (e.g., mathematics, geography, etc.) normally taught in kindergarten through the elementary grades. The profession is service-oriented and governed by educational certification requirements specified by the individual U.S. states and often by similar agencies in other countries. In addition, most positions in Education of the Hearing Impaired require that the individual be certified by the Council on Education of the Deaf (CED).

64. Changes In Teacher Education Curriculum In Sweden given the bilingual nature of the teaching (which is not unusual in these countries) deaf students really need much the same kind of education as other http://www.zak.co.il/deaf-info/old/sweden_curriculum.html

Changes in Teacher Education Curriculum in Sweden Keywords: deaf, education, Sweden, BiBi, teacher education, curriculum. Last updated: 1996 Jan 03 by Omer Zak The following was contributed by Shawn Mahshie at 5 Dec 1995, and posted to DEAF-L by . Shawn is the author of "Educating Deaf Children Bilingually." It is with some concern that putting the following information over the Internet could get translated into a rumor. I also am short on time and was not able to proofread this, so please excuse its roughness. Before getting into specifics about the innovations I saw and went to study, I will tell you some overall indications that bilingual educaction of deaf children in Sweden and Denmark is still alive and well. In Sweden, there have been MAJOR changes in the teacher training curriculum, which were first implemented last year. These changes are a result of the positive response to educating deaf children bilingually, and represent a significant and government-supported change in teacher education. Additionally, curricula for teaching sign language as a subject to deaf students (k-12) is being upgraded for publication. A curriculum to guide teachers in presenting Swedish as a second language was already completed.

65. SPECIAL EDUCATION: DEAF AND HARD OF HEARING TEACHER    .6 FTE   (Job#04-726 SPECIAL education deaf AND HARD OF HEARING TEACHER .6 FTE (Job 04726). Leave Replacement Position - Edmonds Woodway High School. http://www.edmonds.wednet.edu/hr/z726ewhsdhh.htm

SPECIAL EDUCATION: DEAF AND HARD OF HEARING TEACHER .6 FTE (Job#04-726) Leave Replacement Position - Edmonds Woodway High School Job Posting April 27 – May 11, 2004 The Edmonds School District seeks outstanding professionals who are committed to helping young people achieve success, enjoy working in a collaborative environment, look for opportunities to expand their capabilities, and view education as a partnership of students, staff, parents, and community. SPECIFIC RESPONSIBILITIES NOT LISTED UNDER THE SEVEN STANDARDS Focus on Math and/or Science at the secondary level Function in cooperative situations (with special education and regular education partner teachers) to plan and provide educational activities for deaf and hard of hearing students with a wide range of learning needs. Utilize sign language to communicate with students and staff. Develop and implement student goals and objectives based on Individualized Education Plans (IEP’s). QUALIFICATIONS REQUIRED Valid Washington State Teaching Certificate with appropriate Special Education endorsement. Proficiency in Sign Language with versatility from ASL to PSE as appropriate for instruction and communication.

66. SPECIAL EDUCATION: DEAF AND HARD OF HEARING 200405 SCHOOL YEAR. SPECIAL education deaf AND HARD OF HEARING TEACHERS. Applications are accepted on an ongoing basis. The Edmonds http://www.edmonds.wednet.edu/hr/zspecial_education.htm

2004-05 SCHOOL YEAR SPECIAL EDUCATION: DEAF AND HARD OF HEARING TEACHERS Applications are accepted on an ongoing basis The Edmonds School District seeks outstanding professionals who are committed to helping young people achieve success, enjoy working in a collaborative environment, look for opportunities to expand their capabilities, and view education as a partnership of students, staff, parents, and community. SPECIFIC RESPONSIBILITIES NOT LISTED UNDER THE SEVEN STANDARDS Function in cooperative situations (with special education and regular education partner teachers) to plan and provide educational activities for deaf and hard of hearing students with a wide range of learning needs. Utilize sign language to communicate with students and staff. Develop and implement student goals and objectives based on Individualized Education Plans (IEP’s). QUALIFICATIONS REQUIRED Valid Washington State Teaching Certificate with appropriate Special Education endorsement. Proficiency in Sign Language with versatility from ASL to PSE as appropriate for instruction and communication. Graduate Level training from an approved program in Deaf Education.

67. Communicative Disorders And Deaf Education: Faculty And Staff: Carmel Collum Yar Introduction to Special education Teaching in an Age of Challenge (chapter on children and youth who are deaf and hard of hearing) June 1996 Guest Reviewer http://www.coe.usu.edu/comd/vita/carmievita.html

Carmel Collum Yarger Ed.D. (Faculty and Staff) Education Ed.D. University of Northern Colorado May 1997 Special Education: Deafness B.S. Montana State University December 1980 Elementary Education M.Ed. University of Minnesota December 1987 Special Education: Deafness Diploma St. Paul Technical College March 1978 Interpreter Training Program Top Professional Experience August 2001-Present Associate Professor , Communicative Disorders and Deaf Education Utah State University, Logan, Utah. Courses taught: Curricular Adaptations for the Deaf/Hard of Hearing Sign Language I Teaching Langauge to Deaf Children Summer 1997-Summer 2001 Assistant Professor , Department of Exceptionality Programs Bloomsburg University, Bloomsburg, PA Courses taught: Advanced American Sign Language American Sign Language II Clinical Observation Counseling: Individuals Curricular Subjects for Students Who are Deaf/HH: History, Education and Guidance of the Deaf

68. Communicative Disorders And Deaf Education: Faculty And Staff: Elizabeth Parker, Adaptations of Curriculum for Children who are deaf and Hard of Hearing Seminar in education of the deaf and Hard of Hearing Teaching Speech to the deaf and http://www.coe.usu.edu/comd/vita/lizvita.html

Elizabeth W. Parker, M.Ed. (Faculty and Staff) Instructor/Supervisor-Education of the Deaf and Hard of Hearing, Utah State University, Logan, UT. Member: Alexander Graham Bell Association for the Deaf; Council for Exceptional Children CEC); and President of DCCD; UEA; NEA; Junior League Education B A University of Utah, Special Education, 1980 M.Ed. University of Utah, Special Education, 1981 Acoupedics: University of Northern Colorado, 1982 Precision Teach: Utah State University, 1983 Top Experience 1991-Present Instructor/Supervisor, Education of the Deaf and Hard of Hearing, Utah State University, Logan, UT (50% time) 1993-Present Speech specialist, Utah School for the Deaf and Blind, Total Communication Dept, Salt Lake City, UT (40% time) 1980-1991 Teacher of the Deaf, Preschool through sixth grade, Utah School for the Deaf and Blind, Salt Lake City, Auditory/Oral Department Top Presentations Speech Development for Children with Hearing Loss. Jordan and Granite School Districts, 1995

69. Deaf Education FAQs Program. I have a BA, but I don t have an initial teaching credential. Can I still enroll in the deaf education program? Yes. You http://www.unl.edu/barkley/sped/deafed/faqdeaf.html

University of Nebraska-Lincoln Deaf Education Questions About the Graduate/Endorsement Program I have a BA, but I don't have an initial teaching credential. Can I still enroll in the Deaf Education program? Yes. You'll enroll concurrently in an initial credential program of your choice and the Deaf Education program . A program like this takes between 3 and 4 years, depending on your background. If you have a Bachelors degree in English, Math, a Modern Foreign Language or one of the Sciences, check out the College of Education and Human Sciences Accelerated (11-month) Post-Baccalaureate Certification Program An option that many of our students take is the Special Education Post Baccalaureate Endorsement in Mild/Moderate Disabilities (grades 7-12). Others take the Elementary Education initial credential. See programs of study . Whichever initial credential you want to pursue, we will work with you to design a program that will help you accomplish your goals as efficiently as possible. I have a teaching credential, but it's not in special education. What courses should I take so I can learn about Special Education while I work on my Deaf Education endorsement?

70. Canadian Cultural Society Of The Deaf - BILINGUAL BICULTURAL DEAF EDUCATION Bilingual Bicultural education for deaf students must reflect this both in its teaching and in the very structure of the bilingual bicultural program. http://www.ccsdeaf.com/bibi.html

Canadian Cultural Society of the Deaf BILINGUAL BICULTURAL DEAF EDUCATION "Bilingual Bicultural education is first and foremost an empowering education". "An empowering education teaches Deaf students to develop the confidence necessary to exercise their basic rights, accept their responsibilities, to advocate and to learn to participate in the decision making process." Gary Malkowski, XII World Congress for the World Federation of the Deaf, Vienna, Austria July 6-15, 1995 Bilingual Bicultural education for Deaf students must reflect this both in its teaching and in the very structure of the bilingual bicultural program. That is, bilingual bicultural programs must reflect an empowering environment for Deaf students where Deaf and hearing staff model: a) respect for one another b) collaboration in decision making and c) advocacy for the rights of Deaf individuals within and outside of the school system. While there are many different models of how bilingual bicultural education could be implemented, all of them must have at its basis, a structure that reflects Deaf empowerment. This necessitates a model that incorporates the school environment, the residence, the home, the Deaf community and the hearing community.

71. Special Education Programs Teachers with a certification in deaf education travel districtwide among the schools to provide students with direct and/or consultative services. http://www.humble.k12.tx.us/special_ed_programs.htm

Home Contact Us Directory Academics ... New to Humble ISD? Read the latest issue of our newsletter, Special Connections Humble ISD Educational Support Services 611 Higgins Street, Humble, Texas 77338 Department Telephone: 281-641-8400 Fax: 281-641-1073 H umble ISD is responsible for identifying, locating and evaluating all children with disabilities who are in need of special education and related services and who live within the school district's boundaries. Children who have a disability or are suspected of having a disability may be referred to Humble ISD. F or children who are school age (3-21), contact the elementary, middle or high school that serves your neighborhood or location. For children from birth through age 2, call Humble ISD Educational Support Services at 281-641-8410 or Early Childhool Intervention Program at 281-397-4000 (all areas except zip code 77044) or Early Childhood Intervention Bay Area Program at 281-838-4477(zip code 77044). I f you are unsure about which school serves your neighborhood or location, or if you are making the referral during the summer, call the special education department at 281-641-8410. All referrals are confidential and the parent, legal guardian or surrogate parent has the right to refuse services.

72. Smith College And Clarke School For The Deaf leading to the Smith College degree of Master of education of the deaf (MED) includes 40 semester hours (credits) of study, observation and practice teaching. http://www.clarkeschool.org/graduate.html

Graduate Teacher Education Program Curriculum Requirements Electives Admissions ... Administration and Faculty Preparing teachers for rewarding careers in the new millennium Since it opened in 1875, Smith College has stood for educational excellence. Well known as an undergraduate college for women, Smith offers the highest-quality teaching, a low student/faculty ratio and strong academic programs in the humanities, social sciences, sciences and arts. Smith also offers opportunities for graduate study to both men and women, and currently has approximately 100 students enrolled in various master's and diploma programs. Among these areas of graduate study is education of the deaf. The Clarke School for the Deaf was established in 1867 as the first permanent oral residential school for the deaf in the United States and has since maintained a position of leadership in the field of education for the deaf. Today, about 80 children, ages to 17, attend Clarke School. (An additional 140 students receive services in the area's public schools from tutors, consultants and interpreters from Clarke, or are enrolled in Clarke's satellites near Boston, in Jacksonville, Florida, in New York City, and in Philadelphia.) While students may remain at Clarke for as many as 12 years, the goal is to prepare them for entry into the mainstream as soon as they are ready. More than 95 percent of Clarke School graduates have gone on to complete their secondary education in the company of hearing students.

73. Inclusion And Deafness Seminar (The Inclusion Of Deaf Adults In The Education Of (a) The lack of opportunities for deaf children to progress from primary to secondary education; (b) The fear of hearing teachers who feel threatened by http://www.eenet.org.uk/deaf/incdeafrep/05.shtml

Deafness Inclusion and Deafness Report Contents Inclusion and Deafness Seminar University of Manchester, June 14th 1999 The Inclusion of Deaf Adults in the Education of Deaf Children Doreen Woodford: Initiatives on Deaf Education "You cannot educate Deaf children without Deaf adults. The education of Deaf children needs and benefits from the inclusion of Deaf adults at all stages." Key issues (a) Deaf adults are the most obvious human resource available for the education of Deaf children, yet they are so often overlooked; (b) The education of Deaf children needs and benefits from the participation of Deaf adults; (c) There should be no ceiling to the position that a Deaf person can hold; (d) A Deaf person is not automatically suitable as a teacher of Deaf children just because he or she is Deaf; (e) Willingness to include Deaf people appears to be greater in some African countries, than elsewhere; (f) The headteacher of the school at Kisangani, in the PDR of the Congo, is Deaf and 50% of the teachers are also Deaf. The head provides in-service training for the teachers, who are mostly ex-pupils and do not have any formal qualifications beyond whatever was obtained during schooling. Everyone uses Sign Language at all times, and new teachers have to learn as rapidly as possible. There are 130 students who are educated in French and in Zairean Sign Language and the standard of education is very high. The head has been responsible for starting at least nine other schools in the Congo. The wife of the headteacher, who is also Deaf, teaches a small class of Deaf children on the other side of the river. The children had been crossing the river to attend the main school until the small class was started.

74. John Tracy Clinic - Education For Deaf Children And Their Families Professional education Teacher InService and educational Support (TIES) offers teachers of children who are deaf or hard-of-hearing six free evening workshops http://www.jtc.org/

About JTC Español Contact Us Links ... Donor Program Welcome to John Tracy Clinic Online! SEARCH Correspondence Courses Welcome New Enrollment ... -Other The John Tracy Clinic Mission John Tracy Clinic is a private, non-profit education center founded by Louise Treadwell Tracy in 1942. Its mission is to offer hope, guidance and encouragement to families of infants and preschool children with hearing losses by providing free, parent-centered services worldwide. The Clinic has over 60 years of expertise in the spoken language option. Worldwide Family Services Parent Distance Education / Correspondence Courses and Summer Sessions for families of young deaf children ages birth to 5 years. A special course is available for parents of preschool deaf-blind children. Local Family Services Year-round, parent-centered education programs for newborns, toddlers and preschool children who are deaf and hard of hearing. Free comprehensive pediatric audiological testing, counseling and evaluation emphasizing early diagnosis and intervention. Professional Education Teacher In-Service and Educational Support (TIES) offers teachers of children who are deaf or hard-of-hearing six free evening workshops during the academic year.

75. Global Deaf Connection The Skills Support program sends teams of deaf education professionals to countries around the world for a volunteer teaching experience. http://www.deafconnection.org/stories/1/125.cfm

JOIN OUR MAILING LIST ! INTRODUCTION About GDC Vision and Mission Statement The Cycle of Success History of GDC ... Board and Staff TRAVEL PROGRAMS Current Countries and Programs Connection Support Program Skills Support Program College Support Program ... Apply Now! DONATE Problems and Needs What the Money Does Donation Options Stories From Those Benefited CONTACT US e-mail: travel@deafconnection.org Phone: (612) 724-8565 V/TTY STEP 1: Connection Support The Connection Support program builds multi-cultural connections through volunteer projects in other countries. Volunteers from Minnesota, the United States, and countries around the world, comfortable in various international native sign languages, work with the local community members in countries around the world to improve existing educational facilities and opportunities for Deaf youth. STEP 2: Skills Support The Skills Support program sends teams of Deaf education professionals to countries around the world for a volunteer teaching experience. The volunteers inspire Deaf students and share teaching techniques and communication skills with local teachers. STEP 3: College Support Global Deaf Connection is happy to organize special trips for donors that have sponsored Deaf students through college. For more information on sponsoring a Deaf student though teaching college or to learn more about setting up a special trip to Kenya, please e-mail Kevin Long at

76. Specialist In Deaf And Hard Of Hearing Students in the deaf education major complete a full semester of student teaching. Eight of the sixteen weeks are spent in partner http://www.coe.ilstu.edu/seddept/undergrad/deaf_hear.shtml

Prospective Students Undergraduate Master's Doctoral ... Home Special Education is the only teacher preparation program in Illinois to offer degree programs that lead to state of Illinois Teacher Certification in all disability areas. Specialist in Deaf and Hard of Hearing Successful completion of the Deaf and Hard of Hearing teacher preparation program at Illinois State University leads to State of Illinois Teaching Certification Pre-school through age 21 for children who are deaf or hard of hearing. Students majoring in the education of individuals who are deaf and hard of hearing complete both general education requirements and a sequence of deaf education professional development courses . The deaf education courses include language, literacy, speech pathology, audiology, and sign language courses. We offer many classroom experiences with children who are deaf or hard of hearing through practicum work in the ISU Laboratory Schools , partner deaf education schools around the state (both oral and sign schools), and Total Communication classrooms within commuting distance from Illinois State University.

77. Premier Choice Peg Singleton Supervisor DHH Program - Eisenhower Cooperative I have been in deaf education . . . Becky Mabs - Teacher, Chicago Heights I have to tell you http://www.coe.ilstu.edu/seddept/premierchoice/index.shtml

Prospective Students Undergraduate Master's Doctoral ... Home Special Education is the only teacher preparation program in Illinois to offer degree programs that lead to state of Illinois Teacher Certification in all disability areas. Why is ISU the Premier Choice for Special Education? There is no better institution of higher education in the world than Illinois Sate University (ISU) for a student who is seeking professional preparation as a special education teacher! If you come to ISU as a special education major, you will: Join the most sought after special education teacher preparation program in the nation according to a recent analysis of ACT scores of entering freshman in special education. Among high school seniors with ACT scores , ISU ranked 1 out of 205 institutions in terms of students' first choice of schools to attend. That is, high school students who intend to major in special education and receive offers from multiple institutions (including ISU) are most likely to select ISU as their first choice. Obtain comprehensive "hands on" experience with children with disabilities.

78. Volunteerabroad.com Search Results- Deaf Education In The Philippines Endeavors is seeking an experienced, Englishspeaking deaf educator who computer training, disability issues, education, primary education, teaching and youth. http://www.volunteerabroad.com/listingsp3.cfm/listing/14724

Philippines city: Tacloban City and rural Leyte country: Philippines durations of program: 1-2 weeks, 2-4 weeks and 5-8 weeks typical volunteer duration: 2-4 weeks dates: On-going Deaf Education in the Philippines visit the web site by clicking here! World Endeavors 2518 29th Avenue South Minneapolis, MN 55406 United States phone: fax: web site: visit World Endeavors's web site by clicking here qualifications / skills needed: Volunteers must have: Training and experience in deaf education, Sign language proficiency, Proficiency with computers (e.g. Microsoft Windows, Microsoft Office applications), English language fluency, a desire to help children grow, flexibility, self-motivation, openness to a new culture and a willingness to learn, willingness to live with a Filipino family. minimum education: High School description: The Philippines is made up of over 7,000 tropical islands stretching across a vast expanse of ocean in Southeast Asia. Its diverse ecosystems along with its even more diverse cultural history make it one of the most fascinating destinations in the world. As home to lively festivals, friendly people, cities and villages, beautiful beaches, tropical rainforests, volcanoes, waterfalls, and coral reefs teeming with life, the Philippines is truly a unique jewel in the South China Sea. The Department of Social Welfare is an active Philippine government agency whose mission is to help underprivileged children, families, the elderly, and the disabled in Tacloban City and the surrounding area. Recently the Bank of Quebec donated computers and GoAbroad.com donated internet connections and support for computer instructors. The Department of Social Welfare would now like to offer computer classes to local deaf children, who face many challenges growing up in a developing country. In partnership with the Department of Social Welfare, World Endeavors is seeking an experienced, English-speaking deaf educator who can help the children by teaching computer classes. If you have demonstrated experience in this area, and wish to volunteer in the Philippines, we welcome your application.

79. St. Joseph: About The School(keywords: Deaf, School, Auditory, Child, Children, holding doctoral, masters and undergraduate degrees in deaf education and speech pathology; and possessing more than 400 years of teaching experience. http://www.stjosephinstitute.org/about-2.html

Many Voices. One Family. About the Schools Mission Statement St. Joseph Institute for the Deaf is committed to the auditory-oral education, spiritual and emotional growth, and personal development of hearing-impaired children and young adults, without discrimination, reflecting the values and traditions of the Sisters of St. Joseph of Carondelet Contact Information Deborah S. Wilson , President Mary Gannon , Principal Sister Roseanne Siebert, CSJ , Associate Principal Dwight D. Canning , Vice President of Administration Lynn Raney, Director of Fund Development Cindy Costello, Director of Business Development Verna Blevins-Wright , Director of Residence Mary Daniels , Director of Outreach Services Sister Joyce Buckler, CSJ , Alumni and External Relations Coordinator Margaret Juelich , Adult Audiologist Beverly Fears , Coordinator of Audiology Ruth Mathers , Program Director of Kansas City Satellite School Teri Ouellette , Program Director of Indianapolis Satellite School Danielle Edmondson , Program Director of Carle/Champaign-Urbana Satellite School Main Campus in St. Louis

80. Employment Opportunities At APSEA REQUIREMENTS Masters degree in deaf education; CAEDHH Teacher Certification; knowledge and practice in auditoryverbal therapy and cochlear implants; http://www.apsea.ca/employop.htm

Employment Opportunities at APSEA Teaching students who are deaf, hard of hearing, blind, or visually impaired: a rewarding profession APSEA employs teachers of students who are blind or visually impaired and teachers of students who are deaf or hard of hearing, and offers financial assistance to teachers pursuing certification. Each area of sensory loss requires different disability-specific skills instruction but service and program delivery is similar. Itinerant teachers travel to instruct students and consult with the students' classroom teachers, principals, parents, etc. Teachers work with children from birth through high school including preschoolers in the home or daycare setting. more June. 3, 2004 Substitute Itinerant Teachers for Students who are Blind or Visually Impaired Itinerant Teacher for Students who are Deaf or Hard of Hearing Valley area, NS) f or Students who are Deaf or Hard of Hearing Province of New Brunswick) Itinerant Teacher for Students who are Deaf or Hard of Hearing (Pictou) Itinerant Teacher for Students who are Blind or Visually Impaired (Southern Miramichi Area, New Brunswick)

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