INTERACTING WITH DRIVERS WHO ARE DEAF or HARD of HEARING

INTERACTING WITH DRIVERS WHO ARE DEAF or HARD of HEARING
TCOLE Course # 7887 4 hrs AND UNIT ONE George D. Little Deputy Chief, TRAINING PCT#4 Bexar County BCCO PCT #4 PowerPoint BCCO PCT #4 PowerPoint

WELCOME “KNOWLEDGE IS POWER”
This course/lesson was directed by Constable Robert M. (Mike) BLOUNT It is essential for all of my Deputy Constables to know protocols for how to respond to and assist deaf or hard of hearing drivers. It is imperative that all Deputy Constable’s assigned to our Agency become familiar with our NEW Standard Operating POLICY & PROCEDURES (SOP&P) that coincide with this course.. “KNOWLEDGE IS POWER”

ADMINISTRATIVE Please complete the BCCO PCT #4 Registration form and turn it in now. Make sure you sign TCOLE Report of Training (PID#, Full Name and DOB). All cell phones off please – pay attention to course materials and show common respect & courtesy.

Your Instructor – Course Facilitator and Mentor Trainer
Deputy Chief George D. Little A.S. & B.S. Criminal Justice & Sociology B.S.CJ Wayland Baptist University, San Antonio M.S. Criminology & Counter-Terrorism University of the State of New York(P) 2012 T.C.O.L.E. Professional Achievement Award Certified Crime Prevention Specialist (C.C.P.S.) TCOLE Basic Instructor Certificate 1984 TCOLE Advanced Instructor 2012 TCOLE Master Peace Officer 1991 MP Special Operations Operator Counter-Terrorism 1988 Military Police Investigations (MPI) & Criminal Investigation Division (CID) Special Agent Graduate Drug Enforcement Administration Academy 1977 44- years Law Enforcement Experience 40-Years Teaching & Instructor Experience FAMS CERTIFIED INSTRUCTOR 11/3/2017

COURSE/LESSON OVERVIEW
Unit Goal 1.0 Procedures for Interacting with Drivers who are Deaf or Hard of Hearing Unit Goal 2.0: Deaf and hard of hearing Specialty License Plates

Interacting with Drivers who are Deaf or Hard of Hearing
FORWARD Interacting with Drivers who are Deaf or Hard of Hearing

UNIT ONE Unit Goal 1.0: Procedures for Interacting with Drivers who are Deaf or Hard of Hearing

Learning Objectives Learning Objective 1.1: Participant will Define the terms “Deaf” and “Hard of hearing” as defined by Section of the Texas Human Resource Code. Learning Objective 1.2 : Participant will explain appropriate techniques utilized to interact with drivers who are deaf or hard of hearing. Learning Objective 1.3 : Participant will Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing.

Learning Objectives Learning Objective 1.4: Participant will explain the communication impediment program. Learning Objective 1.5 : Participant will distinguish what situations require an interpreter per student role-play.

1.0 Procedures for Interacting with Drivers who are Deaf or Hard of Hearing
Law Enforcement Officers are in daily contact with all types of people. Considering that nearly 10% of the US population has some sort hearing loss.

1.0 Procedures for Interacting with Drivers who are Deaf or Hard of Hearing – Cont’d
It is reasonable to assume that some of those contacts would be with individuals who are deaf or hard of hearing, especially with the baby boomers reaching their senior years.

1.0 Procedures for Interacting with Drivers who are Deaf or Hard of Hearing – Cont’d
According to the Americans with Disabilities Act (ADA), people who are deaf or hard of hearing should be given the same services provided to the other 90% of the population.

(Select the below link and scroll down to video on Deaf and hard of hearing) video links can be used as an introduction to this training, as a review at the end of this training, or can be shown in parts attached to the appropriate objective section. When showing the videos, it is advised to stop them periodically to discuss the information being presented especially through the scenario sections.

http://www. ada. gov/policevideo/policebroadbandgallery
video links can be used as an introduction to this training, as a review at the end of this training, or can be shown in parts attached to the appropriate objective section. When showing the videos, it is advised to stop them periodically to discuss the information being presented especially through the scenario sections.

QUESTIONS?

1.1 Define the terms “Deaf” and “Hard of hearing” as defined by Section of the Texas Human Resource Code “Deaf” means a hearing status of such severity that an individual must depend on visual methods to communicate.

Relies on residual hearing; and
1.1 Define the terms “Deaf” and “Hard of hearing” as defined by Section of the Texas Human Resource Code – Cont’d “Hard of hearing” means a hearing status that results in a loss of hearing function to an individual and in which the individual: Relies on residual hearing; and May depend on visual methods to communicate

Thomas Edison Thomas Edison had severe hearing problems due to having scarlet fever when he was young. He often referred to himself as deaf, and he believed that his loss of hearing helped him to be a better scientist. Age: Died at 84 ( ) Birthplace: Milan, Ohio, Profession: Businessperson, Entrepreneur, Film Producer, Inventor, Scientist, + more Credits: The Patchwork Girl of Oz, The Execution of Mary Stuart, Mr. Mike's Mondo Video, Carmencita, President McKinley Inauguration Footage, + more

Marlee Matlin Marlee Matlin became deaf when she was just 18 months old. She won an Academy Award for her performance in Children of a Lesser God. Age: 50 Birthplace: Morton Grove, USA, Illinois Profession: Film Producer, Actor Credits: Switched at Birth, The L Word, The Apprentice, Picket Fences & more

Ludwig van Beethoven Ludwig van Beethoven began to lose his hearing when he was 26 years old. By the time he was 44, he was almost completely deaf. Age: Died at 57 ( ) Birthplace: Bonn, Germany Profession: Songwriter, Pianist, Musician, Lyricist, Composer, more Credits: Fantasia, Amour, Immortal Beloved, Impromptu, A Boy Named Charlie Brown, +

Helen Keller Helen Keller was born with sight and hearing, but when she was 19 months old, she contracted a terrible illness that left her blind and deaf. Age: Died at 88 ( ) Birthplace: Tuscumbia, Alabama, USA Profession: Pacifist, Lecturer, Author Credits: The Miracle Worker, Helen Keller in Her Story

Shelley Beattie Body builder Shelley Beattie became deaf at age three because of an aspirin overdose. Age: Died at 41 ( ) Birthplace: Santa Ana, California, USA Profession: Bodybuilder

Heather Whitestone Miss America 1995 Heather Whitestone lost her hearing when she was just 18 months old. She was the first deaf woman to ever win the Miss America title. Age: 42 Birthplace: Dothan, Alabama, USA Profession: Deaf Advocate

Shoshannah Stern "Weeds" actress Shoshannah Stern was born deaf. She is amongst the fourth generation of deafness in her family. Age: 35 Birthplace: Walnut Creek, CA Profession: Actor Credits: Jericho, The Last Shot, Threat Matrix, Adventures of Power, See What I'm Saying: The Deaf Entertainers Documentary, + more

Laurent Clerc Deaf rights leader Laurent Clerc founded the first school for the deaf in Age: Died at 84 ( ) Birthplace: La Balme-les Grottes, France

Phyllis Frelich Deaf actress Phyllis Frelich won a Tony award for her performance in the play Children Children of a Lesser God. Age: Died at 70 ( ) Birthplace: Devils Lake, North Dakota, USA Profession: Actor Credits: Bridge to Silence, Love is Never Silent

Sean Berdy Deaf actor Sean Berdy has appeared in The Sandlot 2 and Switched at Birth. age: 22 Birthplace: Boca Raton, Florida, USA Profession: Actor Credits: Switched at Birth, & The Sandlot 2

Jim Kyte Jim Kyte is the first ever deaf player in the NHL.
Age: age 51 Birthplace: Ottawa, Canada Profession: Ice Hockey Player

Katie Leclerc "Veronica Mars" actress Katie Leclerc has Ménière's disease, which contributes to her hearing loss. Age: 29 Birthplace: San Antonio, Texas, USA Profession: Actor Credits: Switched at Birth

Halle Berry Oscar-winning actress Halle Berry lost 80% of hearing in her left ear after being beaten by ex-boyfriend Wesley Snipes when they were dating in the 1990s.

Kristin Chenoweth Actress and singer Kristin Chenoweth has Meniere's disease, which causes progressive hearing loss.

Lance Allred American basketball player Lance Allred was the first deaf person to play in the NBA.

Linda Bove Actress Linda Bove played Linda the Librarian on Sesame Street, and introduced children to sign language.

Class discussion the use of the terminology in reference to a deaf person.
“Deaf” is a term utilized to reference a member of the deaf community or deaf culture. They are proud to be deaf and feel Deafness is a vital part of their identity, as much as ethnicity, gender, or religious background.

Class discussion the use of the terminology in reference to a deaf person. – Cont’d
Hard of hearing is usually a term for people with a mild, moderate, or severe hearing loss. Hard of hearing people often use speech as their primary mode of communication, but may be involved in the deaf community.

“Hearing impaired” is term that is considered highly offensive.
Class discussion the use of the terminology in reference to a deaf person. – Cont’d “Hearing impaired” is term that is considered highly offensive. It is an outdated way to collectively label people with any level of hearing loss. It does not account for their cultural identity.

It is an inappropriate label.
Class discussion the use of the terminology in reference to a deaf person. – Cont’d This term can be interpreted as oppressive and meaning that something is wrong with them, that something needs to be fixed. It is an inappropriate label.

It is preferable to use the specific terms of deaf or hard of hearing.
Class discussion the use of the terminology in reference to a deaf person. – Cont’d So what is correct? It is preferable to use the specific terms of deaf or hard of hearing.

DEFINE & PROCESS Lesson Objective 1.0: Define the terms “Deaf” and “Hard of hearing” as defined by Section of the Texas Human Resource Code Process: 39

QUESTIONS

TAKE 20-MINUTES

1.2 Appropriate techniques to interact with drivers who are deaf or hard of hearing
The U.S. Department of Justice has published a guide (“Communicating with People who are Deaf or Hard of Hearing: ADA Guide for Law Enforcement Officers”) on how the Americans with Disabilities Act (ADA) relates

1.2 Appropriate techniques to interact with drivers who are deaf or hard of hearing – Cont’d
to law enforcement and their duties. This guide contains recommendations on how to best serve the Deaf community, how to comply with the ADA, and training and situational scenarios.

1.2 Appropriate techniques to interact with drivers who are deaf or hard of hearing – Cont’d
The following are some excerpts taken directly from that guide. U.S. Dept. of Justice is currently being updated. Please monitor this website for updated information as it is published

1.2 The ADA requires that: Law Enforcement agencies must provide the communication aids and services needed to communicate effectively with people who are deaf or hard of hearing, except when a particular aid or service would result in an undue burden or a fundamental

1.2 The ADA requires that: Cont’d change in the nature of the law enforcement services being provided. Agencies must give primary consideration to providing the aid or service requested by the person with the hearing disability.

1.2 The ADA requires that: Cont’d Agencies cannot charge the person for the communication aids or services provided. Agencies do not have to provide personally prescribed devices such as hearing aids.

1.2 The ADA requires that: Cont’d When interpreters are needed, agencies should provide interpreters who can interpret effectively, accurately, and impartially. A legal certificate interpreter is the best source for this resource.

Resource for Locating Interpreters
Texas Dept. of Assistive and Rehabilitative Services (DARS),

The page cannot be found The page you are looking for might have
been removed, had its name changed, or is temporarily unavailable. Please try the following: Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly. If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted. Click the Back button to try another link. HTTP Error File or directory not found. Internet Information Services (IIS)

1.2 Resource for Communicating
Officers may find a variety of communication aids and services useful in different situations: Speech supplemented by gestures and visual aids can be used in some cases.

Resource for Communicating – Cont’d
Resources include: pad and pencil, a word processor, or a typewriter can be used to exchange written notes.

A teletypewriter (TTY, also known as TDD) can be used to exchange written messages by telephone. However, this method is outdated and rarely used.

A more current mode of communication is the videophone or a video relay service (VRS), also sometimes known as a video interpreting service (VIS).

It is a video telecommunication service that allows deaf or hard of hearing individuals to communicate over video, cell- telephones and similar technologies with hearing people in real-time, via sign language and/or interpreter.

An assistive listening system or device to amplify sound can be used when speaking with a person who is hard of hearing. SUCH AS………..

Assistive Listening Systems

A sign language interpreter can be used when speaking with a person who knows sign language.

The U.S. DOJ also has created a model policy on how law enforcement agencies can better communicate with the deaf and hard of hearing. See your participant handout

This can be used as a guide when writing policies at the local level. Please be specific in writing a policy for your area to include resources for contacting legal certificate interpreters and the procedures for doing so.

To find this policy refer to the following link: This is also being updated. Please check back periodically for updated information

1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Before speaking, get the person’s attention by waving your hand or a gentle tap on the shoulder Face the person while speaking

Go to a well-lit area to converse Do not cover your mouth or chew gum
1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued Go to a well-lit area to converse Do not cover your mouth or chew gum Do not assume a person can hear you just because they are wearing a hearing aid

Try to minimize background noise
1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued Try to minimize background noise Speak slowly and clearly and incorporate appropriate gestures and facial expressions Use visual aids when possible

1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued If someone cannot understand you, write a note asking what communication mode is best for their situation.

1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued Understand that some deaf people do not read or write English – ASL is its own language with no roots in English – and may push a notepad away if this is the case.

1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued If an interpreter is needed remember to ask in which language the person uses…American sign Language (ASL) is the most common

directly at the deaf person when speaking even through an interpreter
1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued directly at the deaf person when speaking even through an interpreter Talk at your normal speed or slightly slower if you normally speak rapidly

Only one person should speak at a time
1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued Only one person should speak at a time Use short sentences and simple words Do not use family members or children as interpreters.

1.3 Identify practical suggestions for more effectively communicating with drivers who are deaf or hard of hearing Continued They may lack the vocabulary or the impartiality to interpret effectively

1.3 Class Discussion What are some common problems that people with disabilities have with law enforcement? Unexpected actions taken by some individuals with disabilities may be misconstrued by officers or deputies as suspicious or illegal activity or uncooperative behavior.

1.3 Class Discussion Example: An officer approaches a vehicle and asks the driver to step out of the car. The driver, who has a mobility disability, reaches behind the seat to retrieve her assistive device for walking.

1.3 Class Discussion This appears suspicious to the officer.
Individuals who are deaf or hard of hearing, or who have speech disabilities or mental retardation, or who are blind or visually impaired may not recognize or be able to respond to police directions.

1.3 Class Discussion These individuals may erroneously be perceived as uncooperative.

1.4 Discuss the communication impediment program
The Texas Transportation Code § allows the Texas Department of Public safety to include a notice on a state driver’s license or identification card for persons who indicate they have a health condition that may impede their ability to communicate readily to a law enforcement officer.

1.4 Discuss the communication impediment program – Cont’d
A written statement from a physician (form DL-101) must be available discussing the health condition and presented at the driver’s license office before the communication impediment notice can be included on the license or card.

Medical information provided under this program is not protected and is subject to release under the Public Information Act. Additional Note: This program is not required, and many deaf individuals do not have this designation on their driver license. Use this as a tool only, not as an absolute.

1.5 Distinguish what situations require an interpreter per student role-play
Each participant will document his/her answers, findings, etc. on Define & Process Forms

Example 1: An officer clocks a car on the highway going 15 miles per hour above the speed limit. The driver, who is deaf, is pulled over and is issued a noncriminal citation.

Example 1: The individual is able to understand the reason for the citation because the officer points out relevant information printed on the citation written by the officer.

DEFINE & PROCESS Explain 1.5: Explain your answers for Example 1:
85

Example 2: An officer responds to an aggravated battery call and upon arriving at the scene observes a bleeding victim and an individual holding a weapon. Eyewitnesses observed the individual strike the victim.

Example 2: The individual with the weapon is deaf.
Because the officer has probable cause to make a felony arrest without an interrogation, an interpreter is not necessary to carry out the arrest.

Example 2: In lengthy or complex situations an interpreter may be necessary. Such situations could include: interviewing a victim, witness, suspect, or arrestee.

89

Example 3: An officer responds to the scene of a domestic disturbance. The husband says the wife has been beating their children and he has been trying to restrain her. The wife is deaf.

Example 3: The officer begins questioning her by writing notes, but her response indicates a lack of comprehension. She requests a sign language interpreter. In this situation an interpreter should be called.

Example 3: If the women’s behavior is threatening, the officer can make an arrest and call for an interpreter to be available later at the booking station.

Example 3: It is not appropriate to ask a family member or companion to interpret in a situation like this because emotional ties may interfere with the ability to interpret impartially.

94

Example 4: An officer responds to the scene of a car accident where a man has been seriously injured.

Example 4: The man is conscious, but is unable to comprehend the officer’s questions because he is deaf. A family member who is present begins interpreting what the officer is saying.

Example 4: A family member or companion may be used to interpret in a case like this, where the parties are willing, the need for information is urgent, and the questions are basic and uncomplicated.

Example 4: However, in general, do not expect or demand that a deaf person provide his or her own interpreter. As a rule, when interpreter service is needed, it must be provided by the agency.

Example 4: Many departments struggle with having the availability of an interpreter especially one for all types of languages. With verbal languages, officers can utilize a phone based interpreter, which is not an option for the deaf.

100

101

CLASS DISCUSSION Lets hear some of your ideas on locating interpreters as needed. During next break locate our agency’s contact information for obtaining an interpreter, an assistive listening device, or other communication aid services.

DEFINE & PROCESS Define 1.5: Explain locating interpreters the key points Process: 103

UNIT TWO 2.0 Deaf and hard of hearing Specialty License Plates

Learning Objectives Learning Objective 2.1 : Participant will describe how to identify specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas

2.1 Specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas Per the 84th Texas legislative session, Senate Bill 1987 was mandated.

2.1 Specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas – Cont’d: This bill amends the Transportation Code and the Occupations Code to provide for the Texas Department of Motor Vehicles’ issuance of specialty license plates for persons who are deaf or hard of hearing.

2.1 Specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas – Cont’d: The license plate’s name in the TxDMV’s motor vehicle database is “Deaf Driver Awareness.” This license plate name will appear when an officer looks-up or calls in a plate-look-up during a traffic stop.

2.1 Specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas – Cont’d: The license plate is unobtrusive and does not “label” or include the words “disabled” or “hearing impaired” which could offend by defining someone by their impairment.

2.1 Specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas – Cont’d: It was important that the plate’s design NOT alert the general public that the motorist is deaf, but be specifically designed to indicate to law enforcement that a driver is deaf or hard of hearing.

DEFINE & PROCESS Explain 2.1: How to identify specialty license plates issued to individuals who are deaf or hard of hearing in the State of Texas Process: 111

QUESTIONS

TAKE 20-MINUTES

SPECIAL RECOGNITION Steven F. Garst, SGT, Little Elm PD (Ret) lesson, course and curriculum researcher, developer and technology assistant. Cheryl F. Garst, research, writing and technology advisor These two were my mentors and they can bring any presentation to meaningful life, connecting audio, visual and pairing it with realistic learning goals, objectives and beneficial practical applications Steven F. Garst Cheryl Garst

Interacting with Drivers who are
SOURCES Interacting with Drivers who are Deaf or Hard of Hearing TCOLE Course # 7887 All Course Sources and/or Resources are listed in your Participant Handout Bexar County Constable Office PCT#4

SPECIAL RECOGNITION Stephen F. Garst, SGT, Little Elm PD (Ret) lesson, course and curriculum researcher, developer, technology assistant and superior presenter. Cheryl F. Garst, research, writing and technology advisor. These two were my mentors and they can bring any presentation to meaningful life, connecting audio, visual and pairing it with realistic learning goals, objectives and beneficial practical applications. Stephen F. Garst Cheryl Garst

EVALUATION & TEST Complete Instructor/Course Evaluation form.
Final Test Review Final Test Grading Graduation

COURSE & INSTRUCTOR EVALUATION Form
Please complete a course and instructor evaluation form. If you rate 2 or below you must justify on reverse side. Constructive Criticism helps all, being negative helps no one.

FINAL TEST

Graduation THANK YOU & STAY SAFE

“POWER” Stay informed, stay SAFE, stay Vigilant & stay Alive”
TEACH SO THAT OTHERS MAY LEARN “Knowledge is “POWER” Stay informed, stay SAFE, stay Vigilant & stay Alive” “MAY GOD KEEP YOU ALL SAFE & VILIGANT”

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