EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/06/2012 | 3:05 PM - 3:35 PM | Cultural Competence and Sharing Your Culture | Frisco | 6
Cultural Competence and Sharing Your Culture
California is an extremely diverse state. The families we serve represent many ethnicities, nationalities, languages, and religions. In 2008, the student and family population of California was 49% Hispanic, 28% White, 8% Asian, 7% African American, 3% Filipino, 3% Multiple, 1% American Indian, and 1% Pacific Islander. Yet the teachers serving these families are overwhelmingly White (70%). Only 17% of our state’s teachers are Hispanic, 4% Asian, and 4% African American.
The first part of this presentation will define cultural competence and cultural responsiveness, and look at various ways that professionals can assess their levels of competence and responsiveness.
How can teachers, who serve families of cultures different than their own, know how to provide culturally competent and culturally responsive services to these diverse families? Certainly, it goes far beyond making sure there is an interpreter who speaks the family’s language.
In the second part of this presentation, parents, using their own families as examples, will present ideas for how families can share their cultures with their children, so that their children can develop pride in their family’s culture. In addition, parents will share ideas for how families can learn about the culture of people who are Deaf, and how they can instill in their children confidence and pride in their Deaf culture.
- Learning Objectives: 1. Participants will be able to define cultural competence and cultural responsiveness. 2. Participants will have various tools for measuring and assessing their own levels of cultural competence and responsiveness. 3. Participants will be able to name various ways in which families can share their own cultures with their children. 4. Participants will be able to name strategies that families can use to help their children develop confidence and pride in themselves as individuals who are Deaf.
Presentation:
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Transcripts:
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Presenters/Authors
Nancy Grosz Sager
(), California Department of Education, nsager@cde.ca.gov;
Nancy Grosz Sager is the Deaf and Hard of Hearing Programs Consultant for the California Department of Education. In this role, she works with the California Newborn Hearing Screening Program, to ensure that all infants identified through the program are referred To Early Start (IDEA Part C services). Previously, she was a teacher of the deaf and a special education principal for the Sutter County Office of Education. She is a past president of the California Educators of the Deaf. Currently, she serves on the Board of the Conference of American Instructors of the Deaf.
ASHA DISCLOSURE:
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Apryl Chauhan
(Co-Presenter), California Hands & Voices, aprylchauhan@yahoo.com;
Apryl is the mother of 3 children. Apryl’s journey has brought her full circle. When her daughter was identified with a hearing loss a Parent Links mentor was there to support her family. Apryl is involved with California Hands & Voices, has been a Parent Links Parent Mentor herself, and although her daughter is now a teenager, she continues to mentor other families.
ASHA DISCLOSURE:
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Nonfinancial -
Irma Sanchez
(Co-Presenter), Parent Links & Family Focus Resource and Empowerment Center, irma.sanchez@csun.edu;
Irma Sanchez is a wife, mother, friend, and tireless advocate for families with deaf or hard of hearing children. Irma and her husband, Miguel, have 3 deaf boys: Enrique- 9 years old; Hector- 13 years old; and Felix- 15 years old.
Irma is a Parent Mentor for Parent Links within the Deaf Education And Families Project at the Family Focus Resource and Empowerment Center, California State Univ., Northridge. She provides outreach, education, and support to families with deaf or hard of hearing children- in 3 languages!! Many of the families Irma meets and speaks with are Latino families facing challenges that exceed having a child with special learning needs. She reaches out to these families and provides much needed information, support, and guidance based on her own experiences and resources from the community. Irma understands the dedication needed to learn and use American Sign Language with her sons.
ASHA DISCLOSURE:
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Nonfinancial -