Nancy MeyersConsultant to the Deaf

Community Health Worker Project

Anita Buel Project Director

anita.dchw@gmail.com

challenges & consequence

s of Language

Deprivation

Implications for Health & Social Service Organizations

Impact on health, well-being & future of deaf immigrant

Vulnerable subsets

Deaf Community

immigrant

Traditionally underserved

Current Clientsof Deaf Community Health

Worker

attending ABE classes

94% of interviewees said it was VERY important or important to learn how to sign.

Current clients

Age of Clients

Marital Status

Referrals

Time in Direct Service

First mentioned challenge

Use Health Care System

Use Social Services

What’s it mean, “they’re missing concepts?”

How many people can play this new game? You got nine guys on each side?That’s 18 guys? Boy, that’s a lot of people!There’s a pitcher and a catcher and they throw a ball. Is that all?No. A guy on the other side stands between the pitcher and the catcher with a bat.What’s a BAT? It’s like a stick?He swings the bat at the ball…or maybe he doesn’t? Depending on what?If it looked like it were a ball he may not swing?So the pitcher throws a ball over a plate ??If it stays above the knees but below the shoulders it’s a strike…Three strikes and the guy’s out,But after four balls, he walks? Why four?If he gets a hit, he runs, around the bases,unless somebody catches him…but not the catcher?But the ball has to be fairWhat’s FAIR?

Excerpts from “Why No One will ever Play Baseball”

“From the Button-down Mind of Bob

Newhart”

With few exceptions, clients fall into two categories.

Relies mainly on gesture, drawing, or other nonlinguistic means of communication.

Grossly limited or impaired language abilities. Very limited vocabulary, which is likely to include home signs. Signs using isolated signs or short sign phrases. Signs may be used incorrectly. Almost no grammatical structure.

(Excerpts from Neil Glickman, 2008)Cognitive-Behavioral Therapy for Deaf and Hearing Person with Language and Learning Challenges

Examples of missing grammatical structure

Subject and object confusion

Poor, or no use of time indicators

Poor, or no use of temporal sequencing

Excerpts from Neil Glickman, Cognitive-Behavioral Therapy for Deaf and Hearing Person with Language and Learning Challenges (2008)