Transcript DSAT Module 1

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.
National Consortium
of Interpreter Education Centers (NCIEC)
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
© 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.
NCIEC Projects
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Deaf Self-Advocacy
Training
Deaf Interpreting
Deaf-Blind Interpreting
Discover Interpreting
Video based Interpreting
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Legal Interpreting
Health Care Interpreting
Mentoring
Interpreting in Vocational
Rehabilitation Settings
© 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.
Initial DSAT Work Team
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.
© 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.
2005-2010 DSAT Work Team
•
Alberto Sifuentes, NURIEC
•
Rubin Latz, VR
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Lillian M. Garcia, NIEC
•
Rosa Ramirez, CATIE
•
Pauline Annarino, WRIEC
•
Richard Laurion, CATIE
2 Deaf, 2 hard of hearing, 1 CODA, 1 hearing interpreter
© 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
Phase 1
Data
Collection
Phase 2
Development
of curricula
Phase 3
Field Testing
through
Training
Phase 4
Revision and
Second
Edition
© 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
Phase 1
Data Collection
© 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
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
© 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 Demographics
Age/Gender
Ethnicity
84% Caucasian
6% African American
4% Hispanic/Latino
3% Asian
2% Native Hawaiian/Pacific Islander
Geographic Location
Education
Most over 35
65% Female
35% Male
43% Suburban
32% High School or Below
32% Urban
37% Some College
18% Rural
40% College Graduate
Technology Literate
Communication
Preference
72%
14%
4%
4%
ASL Users
Manually Coded
Cued Speech
Tactile
95% Use Computer Home
93% Use email everyday
63% 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 Results
How Many Advocate
for Themselves
24%
76%
Do
Do Not
Who Should Obtain
Interpreters
57% Hearing Person or Others
32% Self
Why Not Advocate?
It’s a waste of my time.
726
36%
It won’t make a difference.
474
23%
I don’t know what to do.
452
22%
I was afraid to say anything.
226
11%
It is not my responsibility.
162
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
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 Focus
CSD Survey
VR Survey
Share steps needed to become positive and
Topics that increase
successful self- advocates
knowledge of the law
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.
Topics that enhance
knowledge and skills
regarding advocacy
processes
Topics that increase selfdetermination
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.
Local flavor – Commissions, etc.
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.
Phase 2
The 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.
Curriculum
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.
© 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.
Phase 3
Field Testing
through Training
© 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.
Field Testing
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
© 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 Question
Communication Access
Communication access is everything in ASL.
13%
Communication access is interpreter with me always.
13%
Communication access is having interpreters for medicallegal 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.
Sample Pre/Post Test Question
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%
© 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.
Phase 4
Revision and
Second Edition
© 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.
New Curriculum
Deaf Self-Advocacy Training
Curriculum Tool Kit, Second Edition
2012
© 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.
Training Modules
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
© 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.
DVD Vignette
at the DMV
Module 2
Self-Advocacy
© 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
Sample Games
© 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
Across:
1. Ethics guideline for interpreters
2. Tendency to respond positively or
negatively to something
3. Law protecting people who are deaf
or hard of hearing from discrimination
5. Person who makes sure people
speaking different languages can
communicate with each other
9. Interpreter who is effective,
accurate both receptive and
expressively, impartial and knows
special vocabulary
10. Services or modifications provided
to meet your needs
12. 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 skill
4. Self - __________ - decide for yourself about things that affect you
6. To make decisions in favor or against a person
7. Self - _________ - Speaking up for yourself
8. The right or wrong way to act or behave
10. Communication ____________ means understanding everything
11. What your inside voice says to you (2 words)
© 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 Addition
DBSAT
© 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.
Contact Information
For more information contact:
[email protected]
Or visit the DSAT 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.