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JADARA

Volume 24 Number 2 Article 8

September 2019

Deaf Employment Assistance Network: A Model for Employment Service Delivery

Peter C. Myers The National Association of the Deaf

Marita M. Danek Gallaudet University

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Recommended Citation Myers, P. C., & Danek, M. M. (2019). Deaf Employment Assistance Network: A Model for Employment Service Delivery. JADARA, 24(2). Retrieved from https://repository.wcsu.edu/jadara/vol24/iss2/8 Myers and Danek: Deaf Employment Assistance Network: A Model for Employment Servic

DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

Peter C. Myers The National Association of the Deaf Silver Spring, Maryland and Marita M. Danek, Ph.D. Gaiiaudet University Washington, D.C.

Abstract

The successful rehabilitation of deaf clients de environmental and individual factors. pends on attention to both individual and environ Environmental factors include those which im mental factors which hinder vocational attainment pact the development of a "work identity" in deaf and satisfaction. Service providers should be aware youth such as occupational stereotyping by teach of and utilize employment and employability inter ers and counselors(Allen, Rawlings,& Schildroth, ventions which address these factors. This paper 1989), lack of career education (Prickett & Hunt, presents a comprehensive model for employment 1977), lack of cooperative work-study and transi- service delivery. An ecological framework is out tioning programs at the secondary level (Allen, lined, the model is described, and discussion is Schildroth & Rawlings, 1989), and lack of parental offered. involvement and support in the career decision- makingprocess(Lerman&Guilfoyle, 1970). There are also ongoing impediments to vocational attain Historically the employmentpicture for deafper mentfor deaf adults: attitudinal and physical barri sons in the United States has been problematical. ers in society (Fritz & Smith, 1985), employment Studies conducted over the past50 years have noted discrimination (both blatant and subtle) and em that prevocationally deaf persons, in comparison ployer stereotyping (Atelsek & Mackin, 1971; with hearing persons, are disproportionately clus Phillips, 1973,1975),a shortage ofvocational train tered in certain job categories(Best, 1943;Boatner, ing options for non-college bound deaf youth(Al 1964; Kronenberg & Blake, 1966; Ltmde & Big- len, Rawlings, & Schildroth, 1989; COED, 1988), man, 1959; Martens,1936;Schein & Delk, overworked and underqualified rehabilitation pro 1972,1978), have less occupational mobility and fessionals, and many others (McCrone & Payette, advancement (Christiansen, 1982; Lunde & Big- 1989). man, 1959; Schein, 1968; Cranunatte, 1965), usu Individual factors which hinder vocational at ally have lower employment rates (Christiansen, tainmentinclude many deafpersons * lack ofaware 1952; Schein & Delk, 1978) and, on the average, ness ofemployment options due to communication have lower wages and salaries (Boatner, Stuckless problems, information deficits or restricted social & Moores, 1964; Schein & Delk, 1974; Weinrich, networks (Farrugia, 1982; Galloway, 1978; Kerst- 1972; Winakur, 1973). These conditions are even ing,1975;McHugh, 1975;Ouellette, 1983;Twyman more unfavorable for deaf women (Bainett, 1982; & Ouellette,1978; White, 1974),lack ofself aware Rosenstein & Lerman, 1963; Wax & Danek, 1982; ness (aptitudes, interests and abilities), lower self- Welsh, 1982) and for younger deaf workers and esteem and self-expectations among some deaf deaf persons who are also minority group members people (Dupiez, 1971; Farrugia, 1982; Moccia, (Christiansen, 1982; Crammatte, 1965). 1981;Stinson, 1970),and perceived work disincen Many factors have contributed to these relatively tives such as Supplemental Security Income (SSI) consistent observations on the employment status (Vemon, 1981). of deaf people over the years. Professionals in The employment outlook for deaf persons is far education and rehabilitation have implicated both from bleak, however. Many recent legislative and

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DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

public policy initiatives such as Section 504 of the tial rehabilitation professionals and employees in Rehabilitation Act of 1973. the Americans with the initial stage ofthe employment process.Finally, Disabilities Act of 1990, the Rehabilitation Act accessibility to abroad array of employment serv Amendments of 1986,and the EmploymentOppor ices is afforded the deaf person regardless of his or tunities for Disabled Americans Act of 1987 have her achievement level. addressed issues of employment accessibility, af The DEAN model is based on recent shifts in firmative action and non-discrimination, work dis rehabilitation service delivery paradigms(Szyman- incentives, and supported employment for people ski,Rubin & Rubin,1988). Current paradigms have with disabilities. moved away from deficit-based and individually- Deaf people have benefitted from these initia centered services to an ecologically oriented ap tives which have been particularly successful in ex proach (Chadsey-Rusch, 1985, 1986; Hanley- panding post-secondary program options and open Maxwell, 1986; Schmid, 1987; Szymanski, Dunn ing up professional career opportunities for higher & Parker, 1989.)The ecological approach consid functioning deaf persons(Ouellette & Leja, 1988). ers the environmental dimension of an individual's Indeed, deaf people have demonstrated success in behavior and provides a framework for designing every sector of the labor marketin which people are interventions that optimize the fit between an indi gainfully employed. vidual and his or her environment (Szymanski, Another positive factor for the employment of Hanley-Maxwell, & Parker, in press). deaf people is projected labor market trends. Na As applied to prevocationally deaf persons, this tionally, the population and labor force will grow conceptual model encompasses certain values: (1) more slowly-the 1.9% annual population growth that deaf people possess a full range of individual that was the norm since the 1950's is already slow characteristics while sharing a unique language, ing and will be .7% by the year 2000. Labor force culture and, environmentally-imposed communi growth will also be down to 1% per year (GETC, cation barriers;(2) each deaf person is part of many 1989).These trends present a problem for employ different, but interrelated ecosystems, e.g. home, ers: filling an increasing number ofjobs with a de work, school; (3) the deaf individual both influ creasing number of qualified applicants.In order to ences and is influenced by his or her environment; fill this gap,employers willneed to aggressively re (4)a deaf individual cannot be imderslbod without cruit workers and develop alternative personnel reference to his or her environment which is dy resources among underrepresented groups. namic and changing;(5) accessibility to programs The challenge now for rehabilitation profession and services to the degree afforded hearing people als is to offer employment and employability inter is limited for most deaf people; and(6) any model ventions consistent with the deaf person's and the of comprehensive intervention must address the employer's needs. A particular need exists to meet unique and empirically demonstrated employment the employment and vocational training needs of problems confronting deaf persons. the lower achieving deaf adult (Commission on Education of the Deaf, 1988), although almost all Description of the Model deaf persons can use some intervention at some This modelpresents an ecologically-based frame time in their lives. The purpose of this paper is to work for rehabilitation interventions with deaf describe a comprehensive conceptual model of persons which encompasses the following dimen employment service delivery, the Deaf Employ sions as illustrated in Figure 1: (1) employment ment Assistance Network (DEAN) which has the acquisition services which assist the deaf person to potential to provide a continuum of services both to obtain employment;(2) employment maintenance deaf persons and to employers. services which enable the deaf person to maintain employment; (3) employment accommodation Rationale services which enable the deaf person to achieve A conceptual design for employmentservices for maximum effectiveness and efficiency in relation deaf people is the first step to ensure comprehensive to his/her job environment; and (4) employment delivery, fill the job market/labor force gap, and enhancement services which assist the deaf person enhance employment accessibility. First, by coor with job mobility and advancement dinating delivery, overlap and gaps in service are The DEAN model possesses the potential to pro avoided.Next, employers are able to systematically vide nationwide linkages through a centrally coor meet their needs by becoming involved with poten- dinated system of both direct and indirect services.

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DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

Figure 1

The Deaf Employment Assistance Network (DEAN)

Employment Services Coordinator

Clearinghouse

Acquisition Maintenance Accommodation Enhancement Services Services Services Services

- Assessment _ Employment _ Deaf/Disability ■ Job Training Counseling Awareness , Pre-Employment • Job Re-Training Adjustment _ Employee - Sign Language Advocacy . Professional I- Placement Accessibility Development - Advocacy ■ Assistance

- Interpreting ^ Union

Two components are crucial: acoordinating agency priate techniques, tests, or procedures are used, or association capable of administering and main qualified professionals must be involved in the taining the network, a clearinghouse on deafness assessment process (Beane & Larson, 1979; Ver- and employment as part of the coordinating agency non, 1980). Assessment programs might include or association. The clearinghouse would be an career exploration, which offers appropriate testing information center that consists of a directory for and career-oriented counseling, and vocational services, information and referral, and technical evaluation, which measures aptitudes and interests assistance in the areas ofdeafness and employment. through tests and inventories designed for deaf The following programs and services would be persons. Both psychological and personality meas accessed through the clearinghouse: urements should be used so that a complete analysis of interests and abilities may be formed. Employment Acquisition Services Pre-emplovment adjustment training. This serv ice enhances an individual's overall employability. These services as depicted in Figure 2 assist the Services address acclimatization to the prevailing deaf person to gain employment. Since the pool of expectations and demands of the worksite and in qualified employees is shrinking (GETC, 1989), formation regarding work cultures, mores, and the job-ready applicant will be in high demand by norms.These services may be provided to any deaf employers throughout the 1990's. Acquisition serv person regardless of achievement level, from the ices include assessment, pre-employment adjust recent college graduate in his or her first employ ment training, and placement programs. mentsituation, to the supported employmentcandi Assessment. Assessment helps an individual to determine career objectives based on aptitudes and date.These services exclude vocational skills train ing. Pre-employment adjustment training services interests(Traxler, 1989).Although sometimes con might include Work Adjustment Training(WAT), troversial, these services should be made available to all deaf people so that they may actively partici which addresses the development and maintenance of work behaviors, On-The-Job Training (OJT), pate in the entire decision-making process.Because and transitioning projects, to move a student from assessment may yield invalid results when inappro-

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DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

the school setting to the work setting.Transitioning ices fall under the category of maintenance services projects can be developed for any student leaving a as illustrated in Figure 3. school setting and entering employment, and in Employment counseling. This service provides clude not only school-to-work programs for high on-going support and intervention to deaf employ school students,but also college workstudy and co ees working in a predominantly hearing environ op programs,such as Gallaudet University's Expe ment. Ideally, these services are utilized by both riential Programs Off Campus(EPOC). new and old employees. Additionally,adjustment counseling can provide Employee assistance programs. These services, support and direction to the person during the pre- commonly referred to as EAP's, help employees employment period. whosejob performance is impaired due to personal Placement These services provide assistance issues.(e.g. alcohol/drug addiction,family or mari with obtaining appropriate employment. Services tal relationship problems). include placement counseling, direct and indirect For the employer, it is more cost effective to job placement assistance, and employer develop address the needs of the troubled employee than to ment. A key element to breaking down attitudinal replace andretrainhim or her(Hellan, 1980). There and physical barriers to employment is through em fore, access to existing EAP's in both the public and ployer development projects. These projects can private sectors benefits both employee and em provide an employmentpool whereby employment ployer. specialists and employers maintain regular contact Advocacy programs. These programs offer le and share information regarding potential employ gal/moral support seryices to deaf employees who ees and job openings. They also provide technical are unfamiliar with their rights in the employment assistance with accessibility through awareness situation or are unsure of how to handle employ activities, information about worksite modifica ment-related grieyances. These services do notneed tions and the like. to be adversarial in nature but may provide informa tion which will ultimately benefit the employer Employment Maintenance Services unfamiliar with issues involving the employmentof This dimension includes those services which deaf people. enable the deafemployee to maintain employment. Interpreting services.These services provideinter Employment counseling. Employee Assistance preter support to help facilitate on-the-job commu Programs(EAP's), advocacy, and interpreter serv nication. While these services are likely to be tem-

Figure 2 The Deaf Employment Assistance Network Acquisition Services (DEAN)

Acquisition Services

Assessment Pre-Employment Placement Adjustment

Career .Work — Placement Counseling Exploration/Counseling Adjustment Training Employer — Vocational Evaluation . On-The-Job ■ Development Training ■ Transitioning Projects

- Adjustment Counseling

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DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

Figure 3 The Deaf Employment Assistance Network Maintenance Services (DEAN)

Maintenance Services

— Employment Counselling

— Employee Assistance

— Advocacy

— Interpreting

porary in nature, they can provide long-term bene Union pro grams.These programs provide access fits. Employers are often more comfortable know to unions.Through a cooperative agreement, a rep ing that interpreters are available, whether or not resentative coordinates supportive services, pro they actually utilize them.Further, interpreters often vides information and referral to the employee,and provide the impetus for employer/co-worker sign serves as liaison between supervisors, co-workers, language classes and deaf culture awareness activi and employees. ties. Employment Enhancement Services Employment Accommodation Services These services assist the deaf employee with job These enable the employee to maintain maxi mobility or improvement of his/her current posi mum effectiveness and efficiency in relation to his/ tion. They provide direct training to the employee. herjob environment,employ er(s), and co-workers. Included are job training,job re-training, and pro Accommodation services, as seen in Figure 4, in fessional development, as illustrated in Figure 5. clude deafness/disability awareness training, sign Job training programs. These programs provide language programs, accessibility assistance, and additional training to increase advancement oppor union programs. tunities or provide access to other jobs at the same Deafness/disability awareness training. These level.These programs might include skills training programs involve public relations in the areas of in a specific skill area, corporate in-house training deafness and employment Workshops and related made accessible with interpreters, and supported activities enhance the image of deaf employees by employment projects. The supported employment dispelling myths and eliminating attitudmal barri model can be implemented regardless ofthe achieve ers between deaf and hearing employees. mentlevel ofthe employee.Services might include Sign language programs. These programs in interpreting and/or supportive instruction assistance clude instruction in manual communication to en (tutoring) on a higher level, while job coaches courage a workplace support system based on might be used for lower achieving clients. common language. Courses may be structured to Job re-training. These programs offer the oppor addressjob-specific signs,therefore iucreasing inter- tunity to re-enter the labor force. Statistics indicate dependency of co-workers and maximizing pro that re-entering workers will be a valuable resource ductivity. for employers in the coming years(GETC, 1989). Accessibility assistance. This service provides Displaced worker projects help laid-off or phased- for the elimination of physical barriers to employ out employees obtain new employment Re-entry ment.This program provides technical assistance in projects can target deaf people who may have been the area of rehabilitation engineering, mobility, outof the labor force for an extended period oftime. communication, and safety barriers.

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Professional development.These programs offer ther sign nor are familiar with interpreting services, training in job-related skills to further enhance the a nationwide interpreting referral listing would be job performance and opportunities for promotion. established to include local interpreter referral Post-secondary education, continuing education, sources. Emphasis would be placed on locating and and occupation related training are considered listing those interpreters with expertise in employ professional development. ment-related issues,specific terminology,and tech Post-secondary education might be made acces nical knowledge necessary for effective conununi- sible by encouraging the establishment of support cation. services for deaf students including interpreter Training resources would list training opportuni services, notetaking, and counseling. ties available for counseling persormel, interpret Continuing education programs such as Adult ers, EAP providers, and unions unfamiliar with Basic Education, which offer G.E.D.opportunities, deafness and employment. might also be made accessible through the estab Provider listings include resources available to lishment of services for deaf students and inter employees and employers according to region,such preter services. as accessible employment service providers, EAP Occupation-related training encourages the de providers, and sign language courses. velopment of specificjob-related skills resulting in Information and Referral. This service would financial and personal growth. In-Service training include nationwide referral to local services includ might be offered for technical training, manage ing interpreting, sign language education, counsel ment skills development, or English language de ing,placement services, training opportunities,and velopment. legal defense resources. This model can be actualized by locating, evalu Technical Assistance. This service would enable ating,and obtaining the cooperation ofexisting pro employers to share information nationally about grams and services and by facilitating the develop issues in hiring deaf employees, co-worker and ment of such programs and services where none supervisor awareness training, statistics about deaf currently exist. As noted earlier, a clearinghouse employees (e.g., how they fare in comparison to with an on-line retrieval system has the potential for hearing counterparts), and job acconunodations providing access to the network of services in the and modifications. DEAN model. The clearinghouse would include the following: Summary Directory of services. This directory would in The DEAN model is a comprehensive concep clude an interpreting referral listing, available train tual model of employment service delivery. It en ing resources, and a provider listing in addition to compasses a continuum of services to both deaf on-line information about employment acquisition, persons and employers. It is unique in that it pres maintenance, acconunodation, and enhancement ents an ecologically-based framework for rehabili- services. Since the vast majority of employers nei

Figure 4 The Deaf Employment Assistance Network Accommodation Services (DEAN)

Accommodation Services

— Deaf/Disability Awareness

— Sign Language

Accessibility Assistance

— Union

64 Vol. 24 No. 2 October 1990 https://repository.wcsu.edu/jadara/vol24/iss2/8 6 Myers and Danek: Deaf Employment Assistance Network: A Model for Employment Servic DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

Figure 5 The Deaf Employment Assistance Network Enhancement Services (DEAN)

Enhancement Services

Job Training Job Re-Training Professional Development

— Skills Training . Displaced . Post-Secondary Worker Projects Education . Corporate In-House Training Re-Entry Projects — Continuing Education . Supported Employment . Occupation-Related Training

tation interventions. needs for personnel resources. This model could If initiated, such a project could address both the help to eliminate overlaps and gaps in employment environmental and individual factors which often services to deaf persons, while holding promise for hinder vocational attainmentin prevocationally deaf consolidating disparate and unconnected employ persons.It also has the potential to meetemployers' ment-related activities.

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DEAF EMPLOYMENT ASSISTANCE NETWORK: A MODEL FOR EMPLOYMENT SERVICE DELIVERY

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