Empowering the Deaf Community through Deaf Self-Advocacy Training AHEAD 2014 Sacramento, CA
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Transcript of Empowering the Deaf Community through Deaf Self-Advocacy Training AHEAD 2014 Sacramento, CA
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Empowering the Deaf Communitythrough
Deaf Self-Advocacy Training
AHEAD2014
Sacramento, CA
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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)
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Consortium Members
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Deaf Self-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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
In 2006, the Work Team met to begin a four-year initiative to enhance the Deaf Community’s experience, effectiveness and use of interpreting services.
Initial DSAT Work Team
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
• Alberto Sifuentes, NURIEC
• Rubin Latz, VR
• Lillian M. Garcia, NIEC
• Rosa Ramirez, CATIE
• Pauline Annarino, WRIEC
• Richard Laurion, CATIE
2 Deaf, 2 hard of hearing, 1 CODA, 1 hearing interpreter
2005-2010 DSAT Work Team
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
The Process
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
The Process
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Subcontract with Communication Service for the Deaf (CSD) Subcontract with Communication Service for the Deaf (CSD) and WOU to conduct study of current and best practices in and WOU to conduct study of current and best practices in the area of Deaf Advocacy Trainingthe 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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
CSD General ResultsHow Many Advocate
for ThemselvesWho 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%
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
The Process (cont.)
Survey of 176 vocational rehabilitation counselors Survey of 176 vocational rehabilitation counselors to determine best practices from their point of view.to determine best practices from their point of view.
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Top Three Factors Hindering Successful Self-Advocacy by VR Counselors
Factor# / %
Total Responses
Language 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%
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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%
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Publication of Phase 1 Findings
For obtain a copy, go to our website at www.deafselfadvocacy.org
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
This phase was conducted through a contract with a deaf curriculum specialist (T.S. Writing) and incorporated the information gleaned during Phase 1.
CD/DVD Set is no longer available.
Curriculum
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
14 Content Expert Readers
Field Testing of Curriculum with Consumers
Developed pre/post tests and workshop evaluations
Called upon 30 advocacy agencies and post-secondary institutions to serve as “Initial Trainers”
Conducted 2 Trainer Workshops – Denver and Gallaudet
Conducted approximately 45 trainings to 600 deaf consumers
Field Testing
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Denver Trainers
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Washington DC Trainers
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Sample Pre/Post Test QuestionCommunication Access
Communication 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%
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
DSAT Master Trainers
August 2011
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
DSAT Master Trainers
• DSAT Master Trainers…
– are advisors to the DSAT project
– are qualified to provide Train the Trainer workshops throughout the country; and
– are available to provide consumer trainings throughout the country.
Their contact information is available at:
www.deafselfadvocacy.org
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Deaf Self-Advocacy Training
Curriculum Tool Kit, Second Edition
2012
New Curriculum
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Master Trainers Recommendations
MODULE 1 Advocating for Yourself and Others
MODULE 2 Self Esteem and Self-Determination
MODULE 3 Working with Interpreters MODULE 4 Ethics of Working with Interpreters
MODULE 5 Interpreting Services Using Video Technology MODULE 6 Preparing for Self-Advocacy MODULE 7 Utilizing Resources for Action
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
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
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Module 2
Self-Advocacy
DVD Vignette at the DMV
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Sample Games
Deaf Self–AdvocacyTraining
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Across:1. Ethics guideline for interpreters2. Tendency to respond positively or negatively to something 3. Law protecting people who are deaf or hard of hearing from discrimination5. Person who makes sure people speaking different languages can communicate with each other9. Interpreter who is effective, accurate both receptive and expressively, impartial and knows special vocabulary10. Services or modifications provided to meet your needs12. Feeling confident and good about yourself is positive _________ (2 words)13. People, agencies, information can help you get what you need
Down:1. Passing a test to show specific skill4. Self - __________ - decide for yourself about things that affect you6. To make decisions in favor or against a person7. Self - _________ - Speaking up for yourself8. The right or wrong way to act or behave10. Communication ____________ means understanding everything11. What your inside voice says to you (2 words)
Deaf Self–AdvocacyTraining
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
A Vocabulary Review Activity
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
Newest AdditionDBSAT
© 2012 The National Consortium of Interpreter Education Centers are funded from 2010 - 2015 by the US Department of Education RSA, CFDA #84.160A and #84.160B, Training of Interpreters for Individuals Who Are Deaf and
Individuals Who are Deaf-Blind.
For more information contact:
Or visit the DSAT website at:
www.deafselfadvocacy.org
Contact Information