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The Design of DHH Support Services: 1992-2012 In Retrospect

Naomi Sheneman, M.A., M.S. & CDI Network Interpreting Service, Inc. The Design of DHH Support Services: 1992-2012 In Retrospect. Source of Inspiration. California Community College Chancellor’s Office (CCCCO) DHH Resource Guide Revision Task Force

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The Design of DHH Support Services: 1992-2012 In Retrospect

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  1. Naomi Sheneman, M.A., M.S. & CDI Network Interpreting Service, Inc. The Design of DHH Support Services: 1992-2012 In Retrospect

  2. Source of Inspiration California Community College Chancellor’s Office (CCCCO) DHH Resource Guide Revision Task Force (weblink to be inserted here when available- end of June)

  3. Legal Obligations: 1992-2012 • ADA: Enacted in 1992. Revised in 2012. • Recognized and protected additional disabilities • OCR Precedents: • UC Davis (1992) • New College of California (1993) • Mt. San Antonio College (1997) • SDCCD (1999) • Arizona State University (2001) • University of North Carolina at Pembroke (2008) • Porterville College (2009)

  4. Institutional Obligations: 1992-2012 • Institutional Responsibility and College Effort • DSS often perceived as experts; therefore they are solely responsible. • Does not lie with the Disability Student Services alone. • Establishes the climate for ability-centered campus

  5. Accessibility: 1992-2012 • Universal Design • DHH-related devices often overlooked • A new concept: Deaf Space • Emergency alerting devices • Emergency notification systems • Emergency preparation • Accessibility of Audio-visual Materials • California AB 386/ 422 (1999)

  6. DHH Students: 1992-2012 • Types of hearing losses/ experiences: • “Deaf or not?” • Increased recognition of hard-of-hearing/late-deafened students and their needs • Auxiliary aids • Additional disabilities • Cultural Models and Identity

  7. Telecommunications: 1992-2012 • TDDs • Videophones • Webcams/ VRS on phones • Email/ video mail • SMS

  8. Accommodations: 1992-2012 • A paradigm shift: • “You can hear. You can read lips. You’ll do fine in the classroom.” to “How can we accommodate your needs?” • Those who use ASL were the most visible on campus and were accommodated. • Increased awareness of other types of DHH students that do need accommodations.

  9. Support Services: 1992-2012 • Limited options in 1992. • Today, options include the following: • Specialized Counseling • Transition • Coordination of Communication Services • Interpreting (oral, tactile, on-site ASL, video remote, Deaf) • Speech-to-text Services • Notetaking • Testing Accommodations • Tutoring • Specialized Orientation • Priority Registration • Distance Education • Study Abroad • Extracurricular Activities

  10. Coordination of Services: 1992-2012 • Quality assurance and determination of equitable pay • Scheduling • Injury/stress prevention • Outsourcing

  11. Instructional Strategies: 1992-2012 • Instructional Strategies for Faculty • Special Instruction

  12. Availability of Resources: 1992-2012 • THEN: Limited resources • NOW: Plenty of resources. Where is the right place to look?

  13. Awareness and Attitude: 1992-2012 • Ongoing collusion of perceptions: cultural vs. pathological models. • Ongoing ignorance despite increased awareness. • “DHH are expensive”. How about this for a change? “Hearing are expensive because they don’t know how to communicate with DHH?” • Definition of ‘reasonable accommodations’ is influenced by the current state of economy.

  14. Awareness and Attitude: 1992-2012 • Resistance towards new service approaches. • Resistance in specific vocational training. programs requiring practicum hours. • Resistance towards captioning of video materials. • Required classes come with accommodations. Social opportunities and extracurricular activities are not. • Promoting self-empowerment and advocacy.

  15. Moving Forward: 2012-2032 Final food for thought… What should the design of DHH Support Services look like for the next 20 years?

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