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ABSTRACT INFORMATION
Title: 'Entendiendo. Understanding Hispanic/Latino Families with DHH children' Track: 8-Program Evaluation and Quality Assurance Audience: Primary Audience: Secondary Audience: Tertiary Audeince: Keyword(s): families, Latino, Hispanic, language, culture Learning Objectives: 1) to explore the cultural context of Latino families and deaf/hard of hearing children 2) to examine trends in Latino families’ journey with their deaf or hard of hearing children 3) to explore themes in parent support provided for Latino families. Abstract: Facilitated by a Latino mother raising deaf children, this presentation will explore and offer insight into the context of Hispanic/Latino families with deaf or hard of hearing children in the U.S. According to the United States census Bureau in 2007, roughly 16% of the total population identified themselves as Hispanic. However, data gathered from school-age programs serving deaf/hard of hearing (DHH) children reported approximately 28% of students were from Hispanic/Latino-only backgrounds (Gallaudet Research Institute, 2008). Greater still, approximately 40% of the families contacted through Parent Links for parent-to-parent support in California are Spanish-speaking. The Hispanic population is the largest ethnic minority in the U.S and is primarily Mexican. Unique insights from experiences by Parent Links Parent Mentors in California may be used to assist in understanding the context of Hispanic/Latino families with DHH children throughout the country. The Parent Links program provides outreach and mentorship for families with DHH children in California. Since September 2008, over 450 families statewide have been referred to a Family Resource Center for parent-to-parent support as a result of the NHSP. In many cases Parent Links Parent Mentors found that families were provided with very limited information on where and how to proceed after they were informed their child was DHH, and this was particularly true for Spanish-speaking families. While there is limited research investigating the unique challenges confronted by Spanish-speaking families, the research that exists, coupled with our own experiences suggests language and complex cultural barriers inhibit a comfortable exchange of information between families and professionals and that acceptance of disability within the community is an ongoing challenge. Our own experiences also indicate that extended families play a crucial role in acceptance, and that speaking with a parent mentor in a primary language is important in establishing lasting relationships and trust. Handouts: Handout is not Available
SPEAKER INFORMATION
PRESENTER(S): Rachel Friedman Narr - California State University, Northridge      Credentials: Ph.D. CCC/SLP      Other Affiliations: ASHA, CED       Rachel Friedman Narr, Ph.D. is an Professor at California State University, Northridge in the Department of Special Education, where she prepares teachers to work in the area of Deaf Education. She maintains her Certificate in Clinical Competence from ASHA as a Speech-Language Pathologist. Rachel is the Project Coordinator for Parent Links and the Deaf Education And Families Project at the Family Focus Resource Center at CSUN. Both projects provide outreach and parent-to-parent support for families with deaf/hard of hearing children, as well as outreach and education to professionals. Irma Sanchez - Parent Links & Family Focus Resource and Empowerment Center      Credentials: Parent Mentor and Family Support Provider for Parent Links       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.   AUTHOR(S):