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Dr. Harold A. Johnson/Professor Michigan State University ISPCAN Conference Honolulu, Hawai’i

Professional Preparation in Deaf Education to Observe, Understand, & Respond to Child Abuse and Neglect. Dr. Harold A. Johnson/Professor Michigan State University ISPCAN Conference Honolulu, Hawai’i 9/27/2010. Aloha from. ...282,733 children birth to age 2; ...701,949 children ages 3 to 5;

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Dr. Harold A. Johnson/Professor Michigan State University ISPCAN Conference Honolulu, Hawai’i

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  1. Professional Preparation in Deaf Education to Observe, Understand, & Respond to Child Abuse and Neglect Dr. Harold A. Johnson/Professor Michigan State University ISPCAN Conference Honolulu, Hawai’i 9/27/2010

  2. Aloha from... • ...282,733 children birth to age 2; • ...701,949 children ages 3 to 5; • ...6,118,437 children ages 6 through 21 • who receive special education services within the United States • 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Retrieved from http://www2.ed.gov/about/reports/annual/osep/2006/parts-b-c/index H. Johnson/MSU

  3. The 7,103,119 children, their parents, and the professionals who work with them thank you for your work. • We also ask you not to forget us as you work to stop child abuse and neglect. • My presentation today will focus upon a subset of this group, i.e., children who are deaf/hard of hearing (d/HH). H. Johnson/MSU

  4. Incidence Data for Children who are D/HH • “Deaf” • Rate of 0.81 per 1,000 = 67,000 • “Lot of Trouble” • Rate of 301 per 1,000 = 260,000 • “Little Trouble” Rate of 2.97 per 1,000 = 2,500,000 • NIDCD (2006). NIDCD Outcomes Research in Children with Hearing Loss. Retrieved from http://www.nidcd.nih.gov/funding/programs/hb/outcomes/report. H. Johnson/MSU

  5. Impact of Hearing Loss • While even a mild, unilateral (i.e., one ear) hearing loss can negatively impact a child’s academic performance (Antia, 2010), the 327,000 children who are either deaf, or experience a lot of trouble hearing, experience GREAT difficulty in developing the knowledge, communication strategies and self advocacy skills needed to prevent, or stop the maltreatment they experience. H. Johnson/MSU

  6. Parents of children who are d/hh and the professionals who work with them are largely unaware of the fact that children with disabilities experience maltreatment at a rate that is three times greater than that of their nondisabled peers (Marge, 2003; Sullivan, & Knutson, 2000). • This lack of awareness increases the risk for maltreatment, while simultaneously reducing the availability and efficacy of maltreatment services and programs.

  7. What did I study and learn within my investigation? H. Johnson/MSU

  8. Investigation • The investigation examined the extent to which parents and professionals who work with children who are deaf/hard of hearirng (d/hh) are informed and prepared to recognize and respond to possible incidences of child abuse and/or neglect CA/N. H. Johnson/MSU

  9. Demographic Data • 322 respondents to a 2008 survey: • Most (60%) were between the ages of 35-54. • Most(80%) had greater than a B.A./B.S. degree. • Most(90%) were female • Most(88%) were professionals • Most(82%) were hearing • Most (70%) had 11+ years of experience in interacting with individuals who were d/hh • Most (82%) had daily interactions with individuals who were d/hh • A majority (51%) used speech & sign in those interactions, with the rest using speech (25%), or sign (18%) H. Johnson/MSU

  10. Findings • Training re. CA/N: • Majority (64%) had formal training re. CA/N, but only in a minority (29%) of cases, was the training specific to children who were d/hh H. Johnson/MSU

  11. Training resulted in mixed results, i.e., • In response to the question “How well prepared do you now consider yourself to be in relation to recognizing and reporting possible cases of child abuse and neglect? • A slight majority (53%) indicated that they were well, or sufficiently prepared to recognize and report possible cases of CA/N of children who were hearing. • A slight majority (55%) also indicated that well, or sufficiently confident, they could find accurate information concerning CA/N H. Johnson/MSU

  12. In contrast, a majority (61%) indicated that they were only somewhat, or not confident in their ability to recognize if a child who is deaf/hard of hearing (d/hh) was experiencing CA/N • A slight majority (53%) indicated that they were very confident, or sufficiently confident, in their knowledge regarding of how to report possible incidences of CA/N as experienced by a child who is d/hh. H. Johnson/MSU

  13. A majority (58%) indicated they were only somewhat, or not confident in their knowledge regarding how to respond to a child who is d/hh and possible the victim of CA/N • Finally, a majority(88%) of the respondents expressed a desire to learn more about the prevention and recognition of CA/N as experienced by children who were d/hh. H. Johnson/MSU

  14. What are the implications of the results of this investigation? H. Johnson/MSU

  15. While children with disabilities are three times more likely to experience CA/N than their hearing peers, Deaf Education professionals and parents are not well prepared to observe, understand, or respond to possible instances of CA/N and they would like to learn more re. this topic. • This lack of preparation hinders our ability to prevent and respond to possible instances of CA/N. H. Johnson/MSU

  16. What are the primary barriers to the effective prevention, reporting, investigating, and researching instances of maltreatment experienced by children with disabilities? H. Johnson/MSU

  17. 1. Belief that CA/N is not a common, or sufficiently important problem to warrant our attention, e.g., • 2010 International Congress on Education of the Deaf (ICED) • 355 presentations at this conference, only four (1.1%) re. CA/N • 2010 Early Hearing Detection & Intervention (EHDI) National Convention • 127 formal presentations, only one (0.8%) re. CA/N • 2010 Internal Congress on Child Abuse and Neglect (IPCAN)... • 396 presentations, only seven (1.8%) re. individuals with disabilities and CA/N. H. Johnson/MSU

  18. 2. Insufficient knowledge re. the signs and symptoms of CA/N [particularly in relation to children with disabilities] and uncertainties re. reporting procedures 3. Perceived negative consequences of reporting CA/N, i.e., make things worse for the child; and fear of disapproval from parents, parental denial, lack of administrative support and legal ramifications for false allegations. 4. Lessons learned from past reporting, e.g., nothing happened. 5. Negative attitude towards Child Protective Services. H. Johnson/MSU

  19. 6. The lack of training, and ongoing support, concerning recognizing, reporting and responding to possible incidences of CA/N. 7. The belief that someone else is dealing with this problem. Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Hensley, 1997; Kenny, 2001, 2004 8. Complexities encountered in identifying subjects with disabilities, designing rigorous investigations, and securing funding. Marge, 2003 H. Johnson/MSU

  20. I have found that the sheer difficulty of finding, understanding and using information between the fields of Special Education and Child Abuse/Neglect essentially serves to maintainthe current system that fails to protect thousands of children with disabilities from abuse and neglect. H. Johnson/MSU

  21. What can we do to increase our knowledge base, prevention, and services concerning children with disabilities, abuse, and neglect? H. Johnson/MSU

  22. Elephant: emotional response Ryder: conceptual understanding Path: clear action steps The presence of a disability significantly increases the risk of CA/N. 1. Share what we know = wiki based Author’s Corner 2. Identify, link, and support existing experts Bright Spots 3. Establish an online “Community of Learners” concerning CA/N & Children w/ Disabilities DCANN Disability & Child Abuse Action Network Meeting Tuesday, 9/28/2010 12:00 – 1:00 p.m. Room 317B H. Johnson/MSU

  23. O.U.R Children Coalition (Observe, Understand, & Respond) Child Abuse & Neglect Community of Learners for Children with Disabilities Hands & Voices has been a partner in this effort since 2007 http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/

  24. Thank You & Contact Information • Harold A. Johnson/Professor • Deaf Education Teacher Preparation • 343A Erickson Hall • Michigan State University • East Lansing, MI 48824 • 517 432-3926 [office] • 517 353-6393 [fax] • 35.8.171.220 [video ph] • Harold.a.johnson3 [Skype] • MSUE_H_Johnson [iVisit] • www.deafed.net [Web] H. Johnson/MSU

  25. Resource: Definitions of Child Abuse & Neglect • 11th Commandment video (captioned & described by Described & Captioned Media) Critical Resources • http://www.youtube.com/watch?v=7icgPX88Q6Q • What is Child Abuse and Neglect? • http://www.childwelfare.gov/pubs/factsheets/whatiscan.cfm • Preventing Child Abuse and Neglect. • http://www.childwelfare.gov/pubs/factsheets/preventingcan.cfm H. Johnson/MSU

  26. Recognizing Child Abuse and Neglect: Signs and Symptoms. • http://www.childwelfare.gov/pubs/factsheets/signs.cfm • Long-Term Consequences of Child Abuse and Neglect • http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm H. Johnson/MSU

  27. Reference List • Antia, S. (2010). Academic status and progress of deaf/hh students: Five years of change. Retrieved from: http://pili.wiki.educ.msu.edu/file/view/Shirin+Antia+-+Summit+2010+-+Five+years+of+change.ppt • Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the reporting process? Aggression and Violent Behavior, 9, 563-578. • Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated children with disabilities: A follow-up study. Child Maltreatment, 2(1), 52-60. • Kenny, M. C. (2001). Child abuse reporting: Teachers’ perceived deterrents. Child Abuse & Neglect, 25, 81-92. • Kenny, M. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 1311-1319. • Marge, D. K. (Ed.) (2003). A call to action: Ending crimes of violence against children and adults with disabilities, A report to the nation. Retrieved from: http://www.upstate.edu/pmr/marge.pdf • Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), 1257-1273. H. Johnson/MSU

  28. Bibliography • Do? Tell! Kids Against Child Abuse DVD (n.d.). Information presented in ASL, English, & Spanish. Retrieved on February 8, 2008 from: http://www.kidsagainstchildabuse.org/ • Durity, Richard & Oxman, Amy (2006). Addressing the Trauma Treatment Needs of Children Who Are Deaf or Hard of Hearing and the Hearing Children of Deaf Parents. Retrieved January 11, 2009, from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauma_Deaf_Hard-of-Hearing_Children.pdf • Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 57-69. H. Johnson/MSU

  29. Resources • Advocacy Services for Abused Deaf Women and Children (DOVE) • Child Abuse & Neglect Community of Learners for Children with Disabilities (wiki) • ChildHelpDeaf & Hard of Hearing Children Helpline: 1-800-222-4453 • Deaf Education Web Site (Deafed) • Described and Captioned Media Programs (DCMP) • Sorenson Video Relay Services (VRS) H. Johnson/MSU

  30. Appendix • Author’s Corner • “Bright Spots” Project H. Johnson/MSU

  31. Author’s Corner Wiki Technology BACK H. Johnson/MSU

  32. 26 investigations presented, e.g., • Dr. Shirin Antia’s publication entitled “Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors,”from 6/9/08-6/29/08. • 26 messages posted, thus far viewed 2,213 times • Between 2/13/08 and 1/22/10, the Author’s Corner wiki site logged 21,091 visits Google Analytics BACK NLCSD 2-10

  33. “Bright Spots” Community of Learners Bright Spots Project • The identification of 100 community leaders to serve as “Bright Spots,” i.e., respected and trusted individuals who participate in a community of learners to share, gather, and develop the knowledge, skills, and programs needed to increase awareness, enhance communication, and establish programs for the protection and success of our children. BACK H. Johnson/MSU

  34. Video based sharing of role specific information from trusted and valued members of learning communities • Mrs. Janet DesGeorges/Director of Outreach for “Hands & Voices” BACK H. Johnson/MSU

  35. Technologies • iVisit + Skype + wiki = synchronous video/audio and text collaboration/teaching system • “11 Commandment” w/ captioned & described • Do?Tell! DVD w/ ASL & Spanish PILI Project BACK H. Johnson/MSU

  36. Strategies • Author’s Corner • Cyber Mentors • Frequently Encountered Problems • Skype Enabled Guest Presentations & Staff Support • Video Based Information Delivery System BACK H. Johnson/MSU

  37. A Request for Help & An Offer of Assistance • Requests: • Guidance regarding the forensic interview • Assistance in finding the “1st 100” • Offer: • Preparation of Deaf Education professionals and parents to effectively Observe, Understand, and Respond to possible instances of CA/N • Support for “Guides By Your Side” and Early Intervention Specialists to prevent/report CA/N. BACK H. Johnson/MSU

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