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 ,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, Retrieved from /parts-b-c/index H. Johnson/MSU2

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/MSU3

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 /outcomes/report.NIDCD Outcomes Research in Children with Hearing Loss H. Johnson/MSU4

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/MSU5

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. 6

What did I study and learn within my investigation? H. Johnson/MSU7

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/MSU8

Demographic Data 322 respondents to a 2008 survey: – Most (60%) were between the ages of – 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/MSU9

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/MSU10

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/MSU11

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/MSU12

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/MSU13

What are the implications of the results of this investigation? H. Johnson/MSU14

– 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

What are the primary barriers to the effective prevention, reporting, investigating, and researching instances of maltreatment experienced by children with disabilities? H. Johnson/MSU16

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/MSU17

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/MSU18

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, Complexities encountered in identifying subjects with disabilities, designing rigorous investigations, and securing funding. Marge, 2003 H. Johnson/MSU19

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 maintain the current system that fails to protect thousands of children with disabilities from abuse and neglect. H. Johnson/MSU20

What can we do to increase our knowledge base, prevention, and services concerning children with disabilities, abuse, and neglect? H. Johnson/MSU21

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 2. Identify, link, and support existing experts 3. Establish an online “Community of Learners” concerning CA/N & Children w/ Disabilities Disability & Child Abuse Action Network Meeting Tuesday, 9/28/ :00 – 1:00 p.m. Room 317B Author’s Corner Bright Spots DCANN

O.U.R Children Coalition (Observe, Understand, & Respond) Child Abuse & Neglect Community of Learners for Children with Disabilities 23 Hands & Voices has been a partner in this effort since

Thank You & Contact Information Harold A. Johnson/Professor Deaf Education Teacher Preparation 343A Erickson Hall Michigan State University East Lansing, MI [office] [fax] [video ph] Harold.a.johnson3 [Skype] MSUE_H_Johnson [iVisit] [Web] H. Johnson/MSU24

H. Johnson/MSU25 Resource: Definitions of Child Abuse & Neglect 11th Commandment video (captioned & described by Described & Captioned Media) Critical Resources – What is Child Abuse and Neglect? – an.cfm Preventing Child Abuse and Neglect. – tingcan.cfm

Recognizing Child Abuse and Neglect: Signs and Symptoms. – ns.cfm Long-Term Consequences of Child Abuse and Neglect – g_term_consequences.cfm H. Johnson/MSU26

H. Johnson/MSU27 Antia, S. (2010). Academic status and progress of deaf/hh students: Five years of change. Retrieved from: +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, Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated children with disabilities: A follow-up study. Child Maltreatment, 2(1), Kenny, M. C. (2001). Child abuse reporting: Teachers’ perceived deterrents. Child Abuse & Neglect, 25, Kenny, M. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 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: Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), Reference List

H. Johnson/MSU28 Do? Tell! Kids Against Child Abuse DVD (n.d.). Information presented in ASL, English, & Spanish. Retrieved on February 8, 2008 from: 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 d-of-Hearing_Children.pdf d-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), Bibliography

Resources Advocacy Services for Abused Deaf Women and Children (DOVE)DOVE Child Abuse & Neglect Community of Learners for Children with Disabilities (wiki)wiki ChildHelp Deaf & Hard of Hearing Children Helpline: ChildHelp Deaf Education Web Site (Deafed)Deafed Described and Captioned Media Programs (DCMP)DCMP Sorenson Video Relay Services (VRS)VRS H. Johnson/MSU29

Appendix Author’s Corner “Bright Spots” Project H. Johnson/MSU30

Author’s Corner H. Johnson/MSU31 BACK Wiki Technology

NLCSD 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/ 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 BACK Google Analytics

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. H. Johnson/MSU33 “Bright Spots” Community of Learners BACK

Video based sharing of role specific information from trusted and valued members of learning communities – Mrs. Janet DesGeorges/Director of Outreach for “Hands & Voices”Hands & Voices H. Johnson/MSU34 BACK

Technologies iVisit + Skype + wiki = synchronous video/audio and text collaboration/teaching system iVisitSkypwiki “11 Commandment” w/ captioned & describedcaptioned & described Do?Tell! DVD w/ ASL & Spanish Do?Tell! H. Johnson/MSU35 PILI Project BACK

Strategies Author’s Corner Cyber Mentors Frequently Encountered Problems Skype Enabled Guest Presentations & Staff Support Video Based Information Delivery System H. Johnson/MSU36 BACK

A Request for Help & An Offer of Assistance Requests: – Guidance regarding the forensic interview – Assistance in finding the “1 st 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. H. Johnson/MSU37 BACK