Artwork used with permission of Nancy Rourke ▪ Learn how to provide accommodations and accessible services. ▪ Gain an understanding of culture and communication needs of Deaf and hard of hearing. ▪ Learn how to work effectively with interpreters. ▪ DV-SA Advocate ▪ Children Advocate ▪ DV-SA Therapy ▪ Parenting Skills ▪ Shelter ▪ Supportive Housing ▪ On-Site Support Staff ▪ Outreach/Prevention ▪ 24/7 Hotline • Statewide intake for civil legal issues by video phone. • Outreach. • Educational materials in ASL. ▪ Deaf & Hard of Hearing: ▪ LEP: ▪ Americans with Disabilities ▪ Civil Rights Act of 1964; Act, Title II and Title III Title VI ▪ Rehabilitation Act of 1970; ▪ Lau v. Nichols, Section 504 414 U.S. 563 (1974) ▪ RCW 2.42 ▪ Alexander v. Sandoval, 532 ▪ GR 33 U.S. 275 (2001) ▪ Executive Order 13166 ▪ Washington Law Against (2000) Discrimination ▪ Agency Guidance ▪ RCW 2.43 ▪ Washington Law Against Discrimination ▪ Deaf: “D” deaf individuals identify with cultural components of shared (ASL), common life experience, history, and values. ▪ deaf: “d” deaf individuals do not identify with cultural aspects and may have a disability association. ▪ Hard of Hearing: refers to those who have some hearing, are able to use it for communication purposes, assisted or otherwise. ▪ Deafblind: combination of varying degrees of both hearing and vision loss. Using appropriate terminology is a good indicator of respect and understanding. ▪ Communication Modes & Language: ▪ : ▪ ▪ “manually coded English” sign forms: ▪ Signed Exact English ▪ Oral deaf / lipreading ▪ Hearing aids and speech (English or foreign language) ▪ Cochlear implants and speech (English or foreign language) ▪ Tactile or close-visual sign language ▪ Pro-tactile ▪ Language ▪ ASL ▪ Speech not emphasized ▪ Emphasis on eye contact and facial expression ▪ Touch/ ▪ Values ▪ Perception that deafness is a culture, not a disability ▪ Medical treatment for hearing loss is unwanted ▪ Independence highly valued ▪ High value placed on information ▪ Shared Experiences ▪ Language oppression/ isolation Photos used with ▪ Residential schools for the deaf permission: Nancy Rourke See, Hear, Speak No Deaf, Unnamed, Laugh Audism

"The notion that one is superior based on one's ability to hear or to behave in the manner of one who hears." Tom Humphries, Communicating across cultures (deaf-hearing) and language learning. (Doctoral dissertation. Cincinnati, OH: Union Institute and University,1977), p.12. ▪ Americans with Disabilities Act: ▪ Title II prohibits disability discrimination by state and local governments ▪ Title III prohibits disability discrimination by places of public accommodations and in commercial facilities

▪ Effective Communication Standard Auxiliary aids and services are ways to communicate with people who have communication disabilities. The type of auxiliary aid or service necessary to ensure effective communication depends on: ▪ The method of communication used by the individual; ▪ the nature, length, and difficulty of the communication taking place; and ▪ the complexity of what is being communicated. (See https://www.ada.gov/effective-comm.htm(link is external) for more details.) ▪ qualified sign language interpreters ▪ note takers or exchange of written notes ▪ real-time computer-aided transcription services ▪ written materials ▪ telephone handset amplifiers ▪ assistive listening devices and systems – FM Loop ▪ telephones compatible with hearing aids ▪ closed caption decoders ▪ open and closed captioning ▪ voice, text, and video-based telecommunications products and systems, including text telephones (TTYs), videophones, and captioned telephones ▪ Not appropriate for all interactions or all individuals. ▪ Keep the message short and simple. ▪ Don’t use “million dollar words” when a “one dollar word” will work. ▪ Try to minimize using yes/no questions. ▪ Avoid incorporating two ideas into one sentence. ▪ Use visual representations and explanations when possible. ▪ Video phone and VRS services ▪ Texting/ email Video Relay Service Video Remote Interpreting (VRS) (VRI) Federally funded/ FCC Contracts needed Free national service Program-based service/ vendor model

Designed for access to Fee for service telecommunications system

Used for when you would Used for ad-hoc interactions/ make a phone call rural areas with limited in- person ASL interpreters Prohibition on same space Parties are in same space/ interpreter is remote ▪Ask about requested accommodation and language/ communication needs as soon as possible. ▪Provide appropriate accommodations as requested (including asking for preferred interpreters). ▪Provide a summary of the interview process. ▪Hold a pre-session. ▪Provide concrete follow up procedures. Advocate Role when Cl Advocate Role in Court: meets with Attorney:

▪ Offer support to the ▪ Advocate’s presence may survivor (emotional and make it possible for check-in) attorney to represent survivor more effectively ▪ Explain the court process, what’s happening in ▪ Advocate’s role as courtroom communication support for client ▪ Navigate the legal system ▪ Some attorney resistance ▪ Make sure the survivor is due to privileged informed with choices and communication. rights (i.e. have interpreters). ▪ Give yourself time to schedule an interpreter. ▪ Know how to arrange for interpreter services when needed. ▪ Make sure you are working with a reputable ASL language specialist organization. ▪ Hire certified interpreters ▪ Consider a team approach (ASL/ CDI) ▪ Certified or Qualified Deaf Interpreter Team ▪ If a meeting lasts over two hours, two interpreters may be needed.

▪ https://www.youtube.com/watch?v=699ionfzzVM

▪ Video produced by members of the NCIEC. Materials may be reproduced and distributed freely, with credit given to the National Consortium of Interpreter Education Centers (NCIEC). Spoken-Language Interpreter ASL Interpreter

Atty/ LEP/ Deaf Individual SW/Interviewer (hearing) Certified or Qualified (Hearing) ASL Interpreter Deaf Interpreter

Atty/ Deaf Individual SW/Interviewer (hearing) ▪ Deskbook on Language Access in Washington Courts (2017) ▪ http://www.courts.wa.gov/programs_orgs/pos_interpret/content/pdf/Stat eLAP.pdf ▪ UW Linguistics Department Responds to “Sign Aloud” Gloves: ▪ https://catalyst.uw.edu/workspace/file/download/5c706e255e89d3eea9c c0a7d6ac1fb3e89c44cfdc54774630e7637ef0eb47f94?inline=1 ▪ Department of Justice, ADA information: ▪ https://www.ada.gov/index.html ▪ https://www.ada.gov/effective-comm.htm ▪ https://www.ada.gov/usao-agreements.htm ▪ Deaf Interpreters in Court ( a case for use of an ASL/ CDI team) ▪ http://www.interpretereducation.org/wp-content/uploads/2011/06/Deaf- Interpreter-in-Court_NCIEC2009.pdf ▪ RID Member Search: https://myaccount.rid.org/public/search/member.aspx ▪ NJP YouTube Channel – Language Access & ASL videos ▪ https://www.youtube.com/user/NWJusticeProject Kristi Cruz [email protected] 206-707-0856

Abused Deaf Women’s Advocacy Services [email protected] 206-922-7088 National/Local Deaf Hotline [email protected] 855-812-1001