an ongoing challenge to our systems: students and adults
DESCRIPTION
An Ongoing Challenge to our Systems: Students and Adults Identified as Low Functioning and Deaf or Hard of Hearing. As A Deafness Professional, Most Likely, Some of the People You Serve Are NOT Able To. Participate fully in their educational program - PowerPoint PPT PresentationTRANSCRIPT
An Ongoing Challenge to our
Systems: Students and Adults
Identified as Low Functioning and Deaf or Hard of
Hearing
As A Deafness Professional, Most Likely, Some of the People You Serve Are NOT Able To . . .
Participate fully in their educational program
Take advantage of new technologies Understand the certified NAD/RID
interpreter; or Participate in post-secondary and
vocational training opportunities WHY?
Graduation Rates (RRTC-31 in 1980s)
7,800 deaf & hard of hearing students graduate or exit school each year 2,300 have 6th to 12th grade literacy skills
Benefit from post-secondary training through accommodations provided in colleges & universities
3,500 have 2nd to 4th grade literacy skills Benefit from vocational training through
accommodations provided in technical schools and other training programs
2,000 have less than 2nd grade literacy skills Accommodations and environmental supports are
usually not available to this population
More on Graduation Rates
1996 study indicates that: 48% of students left school without a diploma 40% of students received high school diploma
Number to receive diplomas are declining as a result of accountability requirements in No Child Left Behind Act
National Longitudinal Transition Study (1987 – 1993)
Reported on deaf students who had been out of secondary school for up to three years as of 1990. 28% enrolled in postsecondary programs 20% enrolled in vocational programs 25% employed in competitive settings Where’s the other 27%?
Gallaudet Research Institute 2007 Other Student Characteristics English Language Learners 23% Economically Disadvantaged 37% Pre-lingual Deaf 56% Second Disability 40% Three or More Disabilities 15%
What does this mean for Students?
Each year, about 30% of “hearing impaired” students actually graduate
About 30% receive certificate of completion Many who don’t receive a certificate of
completion, have 2nd grade or less literacy skills 27% of the students who left high school, are NOT
working, in college or in voc training
What does this mean for Adults?
60% of people, who are deaf or hard of hearing, are between 21 and 65; i.e., working age
60% of the working age group are not in the labor force – they are unemployed
Description
Group of individuals within the general population of persons who are Deaf or Hard of Hearing, whose skills and competencies are significantly below average
No precise “epidemiological” description of this group
Individual is a person with a significant disability
Labels Under Achieving Multiply Handicapped Severely Disabled Minimal Language Skills Traditionally Underserved Hard to Serve Low Functioning Most At Risk Deaf with Special Needs
Definitions
Federal Definition: Low Functioning Individual is Deaf or Hard of Hearing Individual may have other disabilities Functioning level prohibits participation
in post-secondary education or training Language and communication are
extremely limited Limited work skills and poor
employment history
COED Definition
Low functioning adults who are deaf or hard of hearing are an un-served subgroup within the population…due to communication barriers these persons are not able to benefit from conventional rehabilitation training programs. Language limitations may preclude the use of Interpreters…the cost from extended service needs tends to discourage the provision of these services
RRTC-1993 Revisions
Incorporated the COED - underserved
Introduction of Risk Factors
Risk Factors
Low socioeconomic status Inappropriate diagnosis Foreign born or English as 2nd language Lack of access to services Lack of family support Substance abuse Secondary disabilities Minority status Residence in rural/low income urban
settings
Characteristics of the Population
Inadequate communication skills Vocational deficiencies Deficiencies in behavioral, emotional &
social adjustment Independent living skills deficiencies Educational & transitional deficiencies Health, mental, and physical limitations
Consequential Difficulties
Limited communication abilities Difficulty in maintaining
employment Poor social and emotional skills Need support and/or training to
live independently
Dual “Pathway” to Identification
Medical/Secondary Disability Based
Environmental- Deprivation /Risk Based
Diagnosis Errors
Failure to Identify Hearing Difficulty
Identification of Hearing Difficulty as a Developmental Disability
Delayed Identification of Hearing Difficulty
Medical / Disability Based Etiology
Undiagnosed Cognitive Barrier Progressive Sensory Disability Acquired Physical Barrier Undiagnosed Developmental Issue
Prevalence of Persons with
Additional Disabilities Approximately 6,047,910 of the 20,295,000 who
are Hard of Hearing have an additional disability Approximately 164,496 of the 552,000 who are
Deaf have an additional disability School age data suggest 40% have a second
disability Additional Disabilities Affect Skill Development
Deprivation as an Etiology Inadequate environmental
opportunity Barriers to language acquisition Barriers to skill acquisition and
development Cumulative impact of lack of
opportunity to develop skills
Educational Deprivation Language Development Reading Achievement Writing Achievement Math Achievement Results from inappropriate
placement and lack of resources Primary Disability Focus
Other Deprivation Factors Inadequate Social
Opportunity/Isolation Inadequate Community Interaction Inadequate Economic Opportunity Inadequate Vocational Exposure Language Deprivation Inadequate Service Access
CRITICAL BARRIER--
COMMUNICATION
Language and Communication
Internal: Language is a means of thinking or reasoning
External: Language is a means of communication
Language uses structure/system, rules/grammar and symbols/vocabulary to accomplish internal and external tasks
Language Assessment Considerations
Language is symbolic and generative and not easy to assess
Language is synergistic: measurement of one part does not measure the whole
Language is part of the total experience of the individual-difficult to assess in isolation
Language use (quality and quantity) varies according to the setting, inter-actors and topic.
Communication and Language Assessment Content
Understanding communicative intentions
Convey information Express attitude/emotion Regulation of social interaction Turn taking Topic Maintenance Presupposition and Narrative Skills
Language & Communication “Impairments”
ASL: Individual has ASL Signs but lacks understanding of grammar and structure
Communication: Individual has limited pragmatic skills
Lacks “Mother Tongue”: Individual did not have the opportunity to develop a first language and as a consequence is in a state of “language deprivation”
Strategies for Communication
Certified Interpreters Certified Deaf Interpreters Communication Interveners/Support
Support Service Providers Professionals with ASL Skills Paraprofessionals with ASL Skills Family Members
Communication Standard
Direct communication is the most effective method between the person who is labeled as either low functioning and deaf or at risk of being low functioning and the service provider.
A DISCUSSION OF ASSESSMENT PRINCIPLES
AND STRATEGIES
(That is, what environmental and social supports does this individual need?)
Assessment Of Persons At Risk
Assessment Model Assessment Principles Assessment Strategies Assessment Adjustments Risk Analysis Functional Process
Bio-psycho-social Model Of Disability
International Classification of Functioning, Disability and Health (ICF)
Replaces Medical Focus Emphasis on Interaction with Environment
NOT Cause and Treatment Focus on Enhancing Functioning Focus on Participation Focus on Environmental Modification
Assessment Principles
The ultimate goal is to focus on the interaction of the individual with the environment where he/she is expected to function.
The interaction with the environment will identify the needs for ongoing supports or adaptations to reduce the barriers to optimal functioning.
Assessment Considerations: Individual Learning Styles
Field Sensitive Style Field Independent Style Ability To Generalize Need for Learning Support
Assessment Considerations: Cultural Awareness
Recognize Cultural Influence Learn about that influence Clarify values Develop fluency in the culture
Assessment Considerations: Family Interaction Improve Competence with Families Identify Perspective: Needs,
Strengths, Priorities and Values Family and Individual Help Define
the Nature of the Assessment Diversity WITHIN a Culture is
Respected
Identification / “Assessment” of Persons “AT RISK” of LFD
Hearing Loss/ Deafness is Documented
Secondary Disability is Documented Screening for Risk Factors in the
Individual History Assessments of Abilities in
Functional Domains
Risk Factor Screening and Assessment
Low SES-Income < 200% Poverty Late Diagnosis-Individual > 5 years Inappropriate Diagnosis-
Developmental Disability Poor Service Access- Lack of
medical/social services for adjusting to deafness
Risk Factor Screening/ Assessment
Lack of Appropriate Education- No specialized services, education as person with Developmental Disability, began education after age 6 or did not complete at least 12 years of education
Foreign Born- Immigration from a country that lacks appropriate education/ social, medical services
Risk Factor Screening/ Assessment
Family Language- English not spoken at home
Minority Status- Risk of lack of access to services because of discrimination
Rural- Low income, limited health education and social services
Risk Factor Screening/ Assessment
Family RiskPoor or no work historySubstance abuseFamily involvement w/ protective servicesParent incarcerated or w/ arrest recordInvolvement with social welfare agencyReceives public assistance
Functional Assessments
Self Care – Situational assessment Language – Assess grammar and
pragmatic use of first language Communication – Standard
assessment of common communication disorders or assessment of a consistent system used for pragmatic purposes
Functional Assessments
Literacy – Educational achievement (less than second grade level)
Social Skills – Deficit in interacting in varied settings; poor understanding / differentiation of social role of self and others
Functional Assessments
Employment – Interest, aptitude, ability with ecological and situational assessment
Daily Living – Understanding “life routine” of home, money, food, medical
Self-direction – Capacity within the range of choice and preference to decision making
Emphasis on Interaction with Environment
The ultimate goal is to focus on the interaction of the individual with the environment where he/she is expected to function.
The interaction with the environment will identify the needs for ongoing supports or adaptations to reduce the barriers for optimal functioning
Unmet Needs of Individuals Identified As...
At Risk of Being “Low Functioning Deaf”
Educational Issues
Personnel shortages and requirement that IDEA service have certified providers
Resource limitations and the establishment of “benefit” for auditory intervention services to be provided
Primary “Disability” identification does not fully describe the complexity of the educational needs
Limitation of Resources that often requires a forced choice between language intervention and auditory intervention services
Transition Issues
Family Involvement Timing and Quality of Transition Plans Indicator 13: Student Led IEP Challenges Dispersion of Students into Mainstream
Programs-Challenge to Identification Reduced Resources in the Vocational
Rehabilitation Program Emphasis of Services for high achieving
students Residential Services and wait lists
Service Issues Poor epidemiological Information Interaction of language and
learning: limited research Poor correlation of diagnosis (needs)
with treatment (program plan) and outcomes
Limited funding Personnel shortage Systems barriers
Mental Health Issues
Psychological Challenges Cognitive Challenges Family Support and Integration
Issues Misdiagnosis Inadequate or Inappropriate
Treatment
Employment Issues
Limited non-college bound training programs
Current high rates of unemployment in the general population
Limited long-term support resources for those needing supported employment
Inadequate numbers of trained staff
Impact of Service Issues
Supports are needed for: Employment settings Independence at home and in the community Access to appropriate educational and
vocational training opportunities Socialization and recreational opportunities Health care Behavioral adjustment and mental health
counseling Accommodations to secondary disabilities
What can we do?
Identify shared values and goals Advocate for and with students, families and
adults Collaborate within the educational system Increase coordination between pre- educational
systems, educational and adult systems Improve our understanding of the multiple and
complex services and systems of support needed by the individual
Improve collaboration of services and systems across adult services systems