a case for deaf self advocacy training - ccerccer.org/service/documents/deaf self advocacy training...

A Case for Deaf Self‐Advocacy Advocacy Training

National Consortium of Interpreter Education Centers (NCIEC)A Case for Deaf Self‐Advocacy

A five Year Grant Funded by:

U. S. Department of Education, Rehabilitation Services Administration

Training Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are Deaf‐Blind

National Consortium of Interpreter Education Centers (NCIEC)

National Interpreter Education Center at Northeastern University

Northeastern University Regional Interpreter Education Center

Gallaudet Regional Interpreter Education Center

CATIE Center at the College of St. Catherine

MARIE Center at Northern Colorado University

Western Region Interpreter Education Center at Western Oregon University and El Camino College


Consortium Members


Consortium Members


Deaf Advocacy Training Deaf Interpreting Deaf‐Blind Interpreting Discover Interpreting Video based Interpreting

Legal Interpreting Health Care Interpreting Mentoring Interpreting in Vocational Rehabilitation Settings

NCIEC Projects


In 2006, the Work Team metto begin a four‐year initiative to enhance the DeafCommunity’s experience,effectiveness and use of interpreting services.

DSAT Work Team


Alberto Sifuentes, NURIECRubin Latz, VRLillian M. Garcia, NIECRosa Ramirez, CATIEPauline Annarino, WRIECRichard Laurion, CATIE

2 Deaf, 2 hard of hearing, 1 CODA, 1 hearing interpreter

2005-2010 DSAT Work Team


Phase 1Data Collection


Phase 2Development of

curricula

Phase 2Development of

curricula

Phase 3Delivery of the

Training


Training

The Process




The Process


Subcontract with Communication Service for the Deaf (CSD) and WOU to conduct study of current and best practices in the area of Deaf Advocacy Training

What they did….

Extensive Literature Review

Focus Groups with 35 deaf consumers

Survey of 2,050 deaf consumers

Survey of 180 Rehabilitation Counselors

Interview with 12 deaf leaders

The Process


CSD DemographicsAge/Gender Ethnicity

Most over 3565% Female35% Male

84% Caucasian6% African American4% Hispanic/Latino3% Asian2% Native Hawaiian/Pacific Islander

Geographic Location Education

43% Suburban32% Urban18% Rural

32% High School or Below37% Some College40% College Graduate

Communication Preference

Technology Literate

72% ASL Users14% Manually Coded4% Cued Speech4% Tactile

95% Use Computer Home93% Use email everyday63% Use Videophone


CSD General Results

How Many Advocate for Themselves

Who Should Obtain Interpreters

24% Do76% Do Not

57% Hearing Person or Others32% Self

Why Not Advocate?It’s a waste of my time.

It won’t make a difference.

I don’t know what to do.

I was afraid to say anything.

It is not my responsibility.

726

474

452

226

162

36%

23%

22%

11%

8%


Most Prevalent Comments Why Not%

Fear

Habits (relying on hearing and family)

Hard to Educate People re: Deaf Culture

Feeling of Failure and Oppression

Lack of Resources and information

Lack of Deaf Leaders Mainstream Programs “take care” of deaf and not teach how to advocate

Lack of Consumer Education

Schools for Deaf not Teach Students about their Rights Interpreting Agencies have too much power to control deaf people


Three Primary Deafness Descriptors of VR Caseload

TOTAL# / % of Respondents

Hard of hearing 121 / 30%Low Functioning Deaf 99 / 24%Grassroots deaf 60 / 14%

The Process (cont.)Survey of 176 vocational rehabilitation counselors to determine best practices from their point of view


Top Three Factors Hindering Successful Self-Advocacy by VR Counselors

Factor# / %

Total ResponsesLanguage barriers 122 / 23%

No idea how to start 110 / 20%

Lack of knowledge of law 109 / 20%

System barriers 72 / 13%

Believe it will make no difference 71 / 13%

Lack of self esteem 58 / 10%


Training of Benefit to Consumers by VR?

Training Format # of Respondents

% of Respondents

Yes, significantly 121 70%Maybe, some 46 27%Maybe, a little 5 3%No, not at all 0 0%

Total 172 100%

Consumer Attendance Likely?Attend Training? CSD Survey

Yes 51%No 5%Maybe 32%Don’t know 11%


Successful Training Formats

Training Format # Responded

% Responded

Interactive with other deaf people, friends, deaf leaders

148 86%

Group Activities 117 68%

One‐to‐one tutorial 94 54%

Instruction over video 39 23%

Computer‐based instruction 28 16%

Lecture 14 8%

Other, please specify 11 6%


Areas of Training FocusCSD Survey VR Survey

Share steps needed to become positive and successful self‐ advocates

Skill building activities related to self‐esteem and self confidence needed for advocacy

The Law

How to use an interpreter, the role of an interpreter, the different types of interpreters and how they are compensated, not all interpreting service is free.

Basic information about Interpreter Training Programs, i.e., curriculum, difference between a certified interpreter and qualified interpreter, length of time it takes for interpreters to develop interpreting skills, etc.

Local flavor – Commissions, etc.

Topics that increase knowledge of the law

Topics that enhance knowledge and skills regarding advocacy processes

Topics that increase self‐determination

Topics that stress the importance of support systems


Rehabilitation counselors ‐‐‐almost unanimous in their belief that training is necessary, must include deaf role models, be interactive with group activities and opportunities for one‐to‐one tutorials.

The three main themes ‐‐‐ 1) start education young; 2) keep it simple and concrete; and 3) engage in active role playing.

Summary


Formats least likely to achieve success ‐‐‐ lecture, computer‐based instruction and instruction via video or online.

Primary content areas include topics that ‐‐‐ 1) increase knowledge of the law and interpreters; 2) enhance knowledge and skills regarding advocacy processes;

3) increase self‐determination; and 4) stress the importance of support systems.

Summary (cont.)


With 51% of CSD respondents saying they would attend a training, while only 5% said they would not.

AND70% of Rehabilitation Counselors feeling it will be of “significant benefit” for their consumer caseload, while noting only 1% would not attend or benefit.

It is clear a training of this nature is needed and would be attended IF the curriculum is culturally relevant and linguistically appropriate for deaf consumers of interpreter services.

Summary (cont.)

Publication of Phase 1 Findings


For obtain a copy, go to our website at www.nciec.org


Phase 2The Curriculum

Phase 2The Curriculum

CD/DVD Set available at no cost .


Curriculum


Deaf Self-Advocacy Training

Curriculum

MODULE 1 Advocacy: An Overview

MODULE 2 Self‐Advocacy

MODULE 3 Self‐Esteem and Self‐Determination

MODULE 4 Working with Interpreters

MODULE 5 Ethics of Working with Interpreters

MODULE 6 Preparing for Self‐Advocacy: Communication Access

MODULE 7 Utilizing Resources Around You

MODULE 8 Applying What You Have Learned


Each Instruction Module Includes: Overview and purpose of module including goals and objectives, description of subject matter, instructional plan, length of time, teaching environment and materials

DVD vignettes of “good” and “not so good” advocacy

Role play scenarios and interactive advocacy activities

Student worksheets

Training Modules

Module 2

Self-Advocacy

DVD Vignette at the DMV




Training


Training


14 Content Expert Readers

Field Testing of Curriculum with ConsumersDeveloped pre/post tests and workshop evaluations Called upon 30 advocacy agencies and post‐secondary institutions to serve as “Master Trainers” Conducted 2 Master Trainer Workshops – Denver and GallaudetConducted approximately 45 trainings to 600 deaf consumers

Field Testing


Denver Master Trainers

Gally Master Trainers


Trainings in 2010

Gain in Knowledge/SkillCategory Relates to

QuestionPercentage

GainUnderstanding

Interpreting1, 4, 7, 10,

1124%

Self‐Esteem and Self‐Advocacy

6, 8, 9, 12 12%

Self‐Advocacy for Reasonable

Accommodation

2, 3 8%

Question 5 was not scored

Pre/Post Test Outcomes

Who is a qualified Interpreter?

Pre/Post Test in ASL


Sample Pre/Post Test QuestionCommunication AccessCommunication access is everything in ASL. 13%

Communication access is interpreter with me always. 13%

Communication access is having interpreters for medical- legal and work meetings.

60%

Communication access is when I understand information same as hearing people

13%

Qualified Interpreter A qualified interpreter is someone I feel comfortable with. 20%

A qualified interpreter is able to interpret so the hearing person and I understand each other.

33%

A qualified interpreter is someone only the hearing person chooses.

13%

A qualified interpreter is a certified interpreter. 33%

Sample Pre/Post Test Question



For more information contact:

Pauline AnnarinoWestern Region Interpreter Education Center

(626) 339‐[email protected]

Or Download at:http://nciec.org/projects/docs/TheCaseforDeafSelf‐

AdvocacyTraining.pdf

Contact Information

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