SRP for deaf children with disabilities
Chachie and Sally Ann had this question in an earlier post: What has been the experience of tutors in dealing with deaf kids with disabilities?
Dave referred to the implementation evaluation that the Clerc Center did at our first five expansion sites. Twenty percent of the children in that evaluation, 24 in all, were identified with disabilities, including developmental disabilities, attention disorders, behavior disorders, learning disabilities, mental retardation, cerebral palsy, medical problems, and multiple disabilities. So those 24 children were very varied in their challenges and needs. Because this group of traditionally underserved deaf children was so diverse, it was not possible to make any generalizations about them from the quantitative data we collected for that evaluation.
Families and tutors of seven of these children were interviewed in more depth to understand how SRP was being implemented and experienced among families and tutors. The qualitative data we collected also indicated that the experience with each child was different and unique in its own way, requiring an individualized response that was appropriate for each family.
I remember one family whose deaf child had cerebral palsy, but who was also very bright. This child had several therapists working with her in the home at different times. For this family, the challenge was whether or not to participate in SRP and add one more commitment to their already full schedule. Then there was another family in which there was a young deaf boy with emotional and behavior problems. He was a challenge for both mother and tutor to work with. A third deaf child was very severely retarded and had not had much early intervention. The family were non-English-speaking immigrants from a patriarchally dominant culture. In this case, the father expected the tutor to work directly with the child, despite use of multiple interpreters to explain the how SRP was intended to work.
So, you can see that each case was really unique and needed an individualized approach. I think application or accommodation of SRP to the families of deaf children with disabilities is an area that deserves more study and innovation.
SRP Implementation and Outcomes Evaluation Exec. Summary
Dave referred to the implementation evaluation that the Clerc Center did at our first five expansion sites. Twenty percent of the children in that evaluation, 24 in all, were identified with disabilities, including developmental disabilities, attention disorders, behavior disorders, learning disabilities, mental retardation, cerebral palsy, medical problems, and multiple disabilities. So those 24 children were very varied in their challenges and needs. Because this group of traditionally underserved deaf children was so diverse, it was not possible to make any generalizations about them from the quantitative data we collected for that evaluation.
Families and tutors of seven of these children were interviewed in more depth to understand how SRP was being implemented and experienced among families and tutors. The qualitative data we collected also indicated that the experience with each child was different and unique in its own way, requiring an individualized response that was appropriate for each family.
I remember one family whose deaf child had cerebral palsy, but who was also very bright. This child had several therapists working with her in the home at different times. For this family, the challenge was whether or not to participate in SRP and add one more commitment to their already full schedule. Then there was another family in which there was a young deaf boy with emotional and behavior problems. He was a challenge for both mother and tutor to work with. A third deaf child was very severely retarded and had not had much early intervention. The family were non-English-speaking immigrants from a patriarchally dominant culture. In this case, the father expected the tutor to work directly with the child, despite use of multiple interpreters to explain the how SRP was intended to work.
So, you can see that each case was really unique and needed an individualized approach. I think application or accommodation of SRP to the families of deaf children with disabilities is an area that deserves more study and innovation.
SRP Implementation and Outcomes Evaluation Exec. Summary
