pepnet advancing educational opportunities for people who are deaf or hard of hearing
TRANSCRIPT
PEPNePEPNettAdvancing educational Advancing educational
opportunities for people who opportunities for people who are deaf or hard of hearingare deaf or hard of hearing
PEPNet: A national collaborative network of four regional centers
PEPNet is supported by cooperative agreements with the U.S. Department of Education, Office of Special Education Programs.
PEPNet’s Mission
To improve transition services and educational access for students who are deaf or hard of hearing including those with co-occurring disabilities, thus enhancing educational opportunities.
Presentation co-sponsored by the Center on Deafness at the
University of Tennessee, Knoxville
• The UT Center on Deafness is committed to preparing professionals who value and are committed to modeling, supporting, and securing equity for deaf and hard of hearing persons including those from underrepresented populations.
Reflections on Past, Present, and
Future Challenges in Educating and
Rehabilitating 'At-Risk' Individuals
who are Deaf and Deaf-Blind
Cecil Bradley, PhD, CRC, CPMAugust 10, 2011
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Learning Objectives1) The viewer will learn how different hearing loss groups, including Deaf,
hard of hearing, late-deafened, and the Deaf-Blind, overcome unique barriers and maintain their abilities to enjoy life;
2) Appreciate what education and rehabilitation have done in the past, are currently doing, and will do in the future with this population, especially those who are “at-risk.”
3) Understand challenges this population currently faces, including, but not limited to demographic changes, rapid proliferation of new technology, and changes in employment trends; and
4) Learn how we can continue to effectively serve this population so individuals, especially those who are “at-risk”, can continue to achieve meaningful lives or productive careers.
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
U.S. Hearing Loss Population*
24 million hard of hearing6 million late-deafened
1 million deaf41,000 deaf-blind
_(?)_ deaf and “at-risk”
Source: Model State Plan for Vocational Rehabilitation Services for Persons who are Deaf, Deaf-Blind, Hard of Hearing, or Late Deafened (2008). University of Arkansas RRTC for Persons who are Deaf or Hard of Hearing and CSAVR Committee for Individuals who are Deaf, Deaf-Blind, Hard of Hearing, or Late-Deafened.*
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Hard of Hearing
• Have a mild to moderate hearing loss• Usually benefit from an assisted listening device (i.e. FM
system), hearing aid, or surgically implanted hearing aid• Generally communicate through spoken English and require
accommodations to amplify and maximize their use of available residual hearing
• The hearing loss may be progressive
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Deaf
• Deaf with a ‘D’ indicate that they not only have a hearing loss but also identify themselves as a cultural group
• Typically uses American Sign Language (ASL) to communicate• Acquire severe hearing loss at birth or young age• Rarely depend on hearing aids or assistive listening devices• Those who are deaf with a ‘d’ are identified as those who
tend to rely on hearing aids or cochlear implants plus assistive listening devices and use aural/speech as a preferred mode of communication.
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Late-Deafened
• In later years, become deaf rather sudden or “overnight” due to severe trauma to the brain or an adverse reaction to medicine
• Require a long-term adjustment sudden loss and rarely benefit from hearing aids or amplification
• Rare for them to become proficient in sign language.
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Deaf-Blind• Experiences loss in both vision and hearing; rarely have a
complete loss in both senses; usually have one sensory loss that is more pronounced than the other
• Some experience sudden loss in both senses or they become progressive over time
• Those with poor vision and hearing generally utilize tactile sign language to communicate
• Those who are blind and have residual hearing usually utilize speech plus amplification and do not learn to sign
• Benefits greatly with assistance of a Support Service Provider (SSP) who functions as a guide and helps the customer stay informed of details of the environment he/she is in
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Key Issues in a Deaf Child’s Life
• Diagnosis of Baby’s Hearing Loss– 93% of Deaf children are born into hearing
families*– Average age of identification is 2.5 years old**
• Health and Hearing Professions: The Medical Model
• Family Acceptance, Involvement, and ExpectationsSources: National Institute on Deafness and Other Communication Disorders. http://www.nidcd.nih.gov/health/hearing/.*
The Commission on Education of the Deaf. (February 1988). Toward Equality: Education of the Deaf – A Report to the President and the Congress of the United States.**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Key Issues in a Deaf Child’s Life (Cont’d)
• Available Community Programs & Resources
• Education and Rehabilitation– School Options and Access– Vocational Rehabilitation Services
• Future: What life opportunities await the Deaf Child?
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Education: Choices
• Parent’s Dilemma: Decisions and Choices• History of Deaf Education• Manual versus Oral Methodologies– Origin of the Controversy
• Language Development: Literacy• School Settings– Day: Public or Private– Residential
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Education: Laws
• Federal Laws and Initiatives on Public Education
– PL 94-142: Education for All Handicapped Children Act
– PL 99-457 Ed of the Handicapped Amendments of 1986
– 1990 Individuals with Disabilities Education Act (IDEA)
How Can These Laws Help Families of Deaf Children?
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Life After High School: Choices
• Work• Technical/Vocational School• College
A Word of Advice from a Survivor
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Education: StatisticsThe median reading comprehension level of 18-year old Deaf and hard of hearing students was reported to be at 4.0 grade level as measured by the SAT-9. (http://research.gallaudet.edu/Literacy/index.html)
36,710 students with hearing loss attended schools in 2007-2008, according to Annual Survey of Deaf and HH Children & Youth at Gallaudet Research Institute; 39.3% were reported to have additional disabilities. (http://research.gallaudet.edu/Demographics/)
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Education: Statistics (Cont’d)
Over 60% of all Deaf high school students who graduate or drop out are not able to benefit from college education (The Commission on Education of the Deaf. (February 1988). Toward Equality: Education of the Deaf – A Report to the President and the Congress of the United States).
60-80% of students with hearing loss enrolled in colleges and universities drop out before completion of their degree. (2003 dissertation by Anne Gray Liversidge, http://drum.lib.umd.edu/bitstream/1903/52/1/dissertations.pdf)
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Education: Statistics (Cont’d)
Highest Education Attained*
• Not finish HS - 20.5% of Deaf/HH vs. 12% of hearing people• Graduate HS - 32.7% of Deaf/HH vs. 27% of hearing people• Some College - 23.7% of Deaf/HH vs. 22% of hearing people• Graduate College - 23% of Deaf/HH vs. 38.3% of hear. people
What do these statistics tell us?
Source: 2008 American Community Survey in http://www.pepnetnortheast.rit.edu/test/demographics/index.html.*
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Rehabilitation
• What is Vocational Rehabilitation (VR)?– A federal-state partnership is a public program that helps
eligible individuals with disabilities find meaningful careers
• VR Before WWII– Rehabilitation of WWI Veterans; Civilian Program
• VR After WWII– Expansion of VR Services and Programs in the 1960’s– Decline of VR Services and Programs in the 2000’s
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Emergence of Deafness Rehabilitation
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Rehabilitation of Deaf People
• Federally Funded Model Rehabilitation Centers
– Federal Funds Supported 16 Programs in 1963 to 1979
– 1960-1970’s: Hot Springs (AR), Crossroads (IN)
– 1990’s: Project Vida (WA), Lexington Center (NY), Southwest Center for the Hearing Impaired (TX), Community Outreach Program for the Deaf (AZ)
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Rehabilitation of Deaf People (Cont’d)
• Helen Keller National Center for Deaf-Blind– Authorized by an Act of Congress in 1967– Programs of evaluation and training in independent living,
communication, mobility, and job skills
• Key Rehabilitation Research & Training Centers– New York University (1970’s - 1980’s)– Northern Illinois University (1990’s)– University of Arkansas (1980’s - 2000’s)
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
VR Services: Deaf & Hard of Hearing
FY 2006 Data*
38,004 individuals with hearing loss** served24,088 achieved an employment outcome
Source: Data provided by the Rehabilitation Services Administration (RSA) based on FY 2006 RSA 911 reports received from states and shown in the Model State Plan for Vocational Rehabilitation Services for Persons who are Deaf, Deaf-Blind, Hard of Hearing, or Late Deafened (2008). University of Arkansas RRTC for Persons who are Deaf or Hard of Hearing and CSAVR Committee for Individuals who are Deaf, Deaf-Blind, Hard of Hearing, or Late-Deafened.*
Including late-deafened and deaf-blind**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Social Security & Deaf People 54,037 collect SSI
53,842 collect SSDI11,042 collect both SSI & SSDI96,837 Total*
• 19.7% of Deaf people without HS diploma collect SSDI**• 13.9% of Deaf people with HS diploma or GED collect SSDI**• 6.8% of Deaf People with Bachelors degree collect SSDI**Sources: Bowe, Frank. (2003). Economics and adults identified as low-functioning deaf (LFD). Article was supported, in part, by
Mary E. Switzer Distinguished Fellowship Award from the National Institute on Disability & Rehabilitation Research (NIDRR).*
2008 American Community Survey in http://www.pepnetnortheast.rit.edu/test/demographics/index.html.**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Work Income
Deaf/HH males earn 60% less than hearing males*Deaf/HH females earn 56% less than hearing females*
27% report that their hearing loss negatively affect their earning potential, and
23% of individuals with hearing loss report that their hearing loss has affected their success at the workplace**
Sources: (Ages 25-64). 2008 American Community Survey (http://www.pepnetnortheast.rit.edu/test/demographics/index.html).*
October 2006 Clarity Study (www.Clarityproducts.com) and the EAR Foundation (http://www.hearinglossweb.com/issues/identity/boom/surv.htm).**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Employment
• In Labor Force (Ages 25-64)*
– Deaf/HH males participate 23% less than hearing males
– Deaf/HH females participate 16% less than hearing females
• 33% of Deaf/HH people, ages 16-20, were employed**
Sources: 2008 American Community Survey (http://www.pepnetnortheast.rit.edu/test/demographics/index.html).* Cornell University 2008 Disability Status Report (http://www.ilr.cornell.edu/edi/disabilitystatistics/).**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Unemployment
• Unemployment Rates (Ages 25-64)*
– Deaf/HH males are 2.4% higher than hearing males
– Deaf/HH females are 3.5% higher than hearing females
• 48% of working-age (21-64 years old) individuals with hearing loss were unemployed**
Sources: 2008 American Community Survey in http://www.pepnetnortheast.rit.edu/test/demographics/index.html.* Cornell University 2008 Disability Status Report (www.disabilitystatistics.com).**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Job Trends Among Deaf & Hard of Hearing
– Past: “Through Deaf Eyes” Video (PBS)
– Present: Top Job Occupations of People with Hearing Loss • Top 6: Office Support, Production, Transportation, Construction,
Sales, and Management*• Top 3 among Deaf Workers: 1st –Sales & Office, 2nd -Service, and
3rd -Management/Professional/Related**• Top 3 among HH Workers: 1st- Management/Professional/Related,
2nd-Sales & Office, and 3rd- Service**
– Future: Looking through the Crystal Ball!Sources: Ages: 25-64. 2008 American Community Survey in http://www.pepnetnortheast.rit.edu/test/demographics/index.html
.* (RSA 2007 Data) in Boutin, D. (2010). Occupational Outcomes for VR Consumers with HI. Journal of Rehabilitation,
76(3).**
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Other Important Information to Know
Ticket-to-Work
One-Stop-Centers
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
At-Risk Population: Low-Functioning Deaf
129,000 – 165,000 Adults identified as LFD*
What about Children in Schools?
Source: Bowe, Frank. (2003). Economics and adults identified as low-functioning deaf (LFD). Article was supported, in part, by Mary E. Switzer Distinguished Fellowship Award from the National Institute on Disability and Rehabilitation Research (NIDRR). *
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Percentage of Deaf Students with Additional Disability
(Gallaudet Research Institute - 2008 Annual Survey)
8.7% - Mental Retardation 2.0% - Emotional Disturbance8.3% - Specific Learning Disability 1.6% - Autism5.6% - ADD/ADHD 0.3% - Traumatic Brain Injury5.4% - Deaf-Blind & Visual Imp. 5.2% - Other Health Imp.4.8% - Developmental Delay 9.1% - Other Conditions4.4% - Orthopedic Impairment (Incl. CP)
Note: This data is based on 31,784 Deaf Children reporting a secondary condition (39.3%). The total number of Deaf Children attending schools during 2007-08 was 36,710. (http://research.gallaudet.edu/Demographics/ )
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Commission on Education of the Deaf (1988)
Issue: The vast majority of postsecondary-aged deaf persons are unemployed or seriously underemployed because appropriate rehabilitation training and related services are not available.
Recommendation #20The Congress should establish one comprehensive service center in each of the 10 federal regions of the United States.
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk” Population: LFD
Early Efforts, Articles, and Publications Addressed a Need to Better Serve This Population
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk” Population: LFD
Model State Plan 2008
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk”Population: LFD
Eugene Petersen,Advocate for “At-Risk”/LFD
Picture Credit: http://library.rit.edu/depts/archives/deafhistory/petersens.him
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk” Population: Deaf-Blind
Photo Credit: wpclipart.com (public domain)
Why are Individuals who are Deaf-Blind considered to be “at-risk”?
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk” Population: Deaf-Blind (Cont’d)
• Available Programs and Services: HKNC
Photo Credit: http://www.hknc.org/AboutUsLOCATION141.htm
• Federal-State Programs: Blind Services
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
“At-Risk” Population: Deaf-Blind (Cont’d)
• Communities and Social Networking (AADB)
• Support Service Providers (SSP)
• Training Opportunities
• 21st Century Communications and Video Accessibility Act
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Present & Future Challenges
• Population Changes
• Impact and Cost of New Technologies
• Educational Trends
• Employment Trends
• Accessibility
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Present & Future Challenges (Cont’d)
• Federal and State Priority Changes in the 21st Century
• Quality and Retention of Specialized Personnel
• Fewer Options for Special Populations
• Long-Term Support and Resources
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
It Is Never Too Late To….
• Add more early intervention programs• Promote more family involvement• Push for stronger family and school partnership• Push for higher quality instruction & accommodation
in the classroom• Develop more post-secondary options• Engage in collaborative efforts to fund/pool
resources
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
It Is Never Too Late To…. (Cont’d)
• Advocate for National Priority in Deaf Education and Rehabilitation
• Get more involved as Volunteers!
• Join Local, State, or National Efforts/Organizations
Individuals who are Deaf and “At-Risk” Need You!
Reflections on Past, Present, and Future Challenges in Educating and Rehabilitating “At-Risk” individuals
who are Deaf and Deaf-Blind
Closing• Summary• Short Viewing of “Unrealized Dreams”, a DVD made
by Education Service Center, Region 4 and PEPNet• PEPNet Website: www.pepnet.org – Past Webcasts– Links– Materials
• Other Resources to Consider• Final Words and Credits
Thank you for participating in this webcast.
Acknowledgements
• Heather Webb, PEPNet-South / UT Center on Deafness
• Michelle Swaney, PEPNet-South / UT Center on Deafness
• Missey Wright, PEPNet-South / UT Center on Deafness
• Theresa Johnson, PEPNet-South Advisory Council
Acknowledgements
• Jack Holden, IT Engineering Services at University of Tennessee
• Justin Johnson, IT Engineering Services at University of Tennessee
• Alton Brant, Interpreter• Roger Williams, Interpreter• Brook Bennett, Captioner; Alternative
Communication Services
PEPNePEPNettAdvancing educational Advancing educational
opportunities for people who opportunities for people who are deaf or hard of hearingare deaf or hard of hearing
PEPNet is supported by cooperative agreements with the U.S. Department of Education, Office of Special Education Programs.