5/25/2022 - Building Mental Health-Friendly Workplaces (U.S. Department of Labor) Target Audience: individuals with disabilities and their families, businesses, VR administrators, and VR counselors
The National Clearinghouse of Rehabilitation Training Materials (NCRTM) is seeking customer feedback on the monthly newsletter. The survey contains 7 questions and will take approximately 5 minutes to complete. Participation is voluntary. All responses are anonymous. Feedback will inform improvements and enhancements to the newsletter.
This report to the President and Congress describes RSA's activities during FYs 2017 through 2020. The report outlines the purpose, funding, activities, and performance of each formula and discretionary grant program RSA administers, including RSA's collaboration with other Federal agencies. RSA also explains reasons underlying trends in performance, including the effect, if any, of the COVID-19 pandemic on the trends, and the technical assistance provided by RSA to improve the performance of the programs.
RSA is responsible for preparing and submitting these reports under Section 13 of the Rehabilitation Act and allRSA Annual Reports to the President and Congressare published on the RSA website.
RehabData Workgroup Updates Employment Data Tool
On behalf of the RehabData Workgroup, RSA is pleased to share that an updated version of the Employment Status at Exit and Post-Exit Data Tool is available on our website: https://rsa.ed.gov/performance/rehabdata-workgroup.
To navigate the tool, you must enable macros after downloading the Excel file. Select “Enable Content” in the Security Warning.
As always, please share your feedback or ideas for projects with the RehabData Workgroup.
U.S. Department of Education Announces Intent to Strengthen and Protect Rights for Students with Disabilities by Amending Regulations Implementing Section 504
U.S. Department of Education announces the intent to strengthen and protect rights for students with disabilities by amending regulations implementing Section 504 of the Rehabilitation Act of 1973. The Department’s Office of Civil Rights (OCR) is soliciting public comments.
RSA Issues Guidance regarding Financial Needs Tests and Cost Participation for SSI and SSDI Recipients
Federal Partners Share New Webcast: Rebuilding Service Delivery
On March 24, 2022, Federal partners from the U.S. Departments of Labor, Education, and Health and Human Services shared anew webcastdiscussing the Biden-Harris Administration’s agenda to Build Back Better and invest in the public workforce and education systems.
The agency heads examine top priorities, multiple challenges, and opportunities for expanding job quality, improving equity, and strengthening partnerships across workforce programs to support prosperity for job seekers and employers. Listen to the webcast here: https://vimeo.com/686743513.
Education Department to Host Summit to Spotlight Strategies to Support Students with Disabilities, Students with Mental Health Needs
The U.S. Department of Education announced plans for a first-of-its-kind virtual summit, Recovery to Thriving: Supporting Mental Health & Students with Disabilities, to highlight steps schools, colleges and communities can take to support students with disabilities and students with mental health needs.
The half-day, virtual summit will occur on Monday, May 23, at 12:30 p.m. ET and will bring together education leaders, disability advocates and coordinators, special education professionals, and others to discuss issues affecting students with disabilities and students with mental health needs as our nation continues to emerge from the pandemic.
The Department will hold a series of panels to discuss five key issues areas: use of American Rescue Plan funding to address lost instructional time and providing mental health services in K-12 schools; the use of Higher Education Emergency Relief Fund funding to increase access to mental health services for students in higher education; supporting equitable pathways for people with disabilities as they transition from school through career; and considerations for digital accessibility in the emerging virtual and hybrid work and school environments.
The theme of NCSAB's Spring 2022 Virtual Conference is Moving Forward: Maximizing a Future of Innovation & Opportunity. RSA staff will deliver and participate in sessions throughout the conference. On May 9, 2022, RSA delivered a presentation featuring:
Of particular interest to general audiences and sign language interpreters
National Interpreter Appreciation Day is celebrated the first Wednesday every May. The NCRTM would like to recognize the incredible work of American Sign Language (ASL) interpreters who facilitate language and communication with the Deaf community.
In this edition of the newsletter, the NCRTM spotlights several interpreter training programs and resources about working with sign language interpreters. Thank you to all of the ASL interpreters who continue to make a positive difference every day.
Resources to Learn More About Working with a Sign Language Interpreter
Of particular interest to sign language interpreters, sign language interpreter educators
The Department has long been committed to improving the delivery of vocational rehabilitation (VR) services to, and the employment outcomes of, individuals with disabilities who are Deaf, hard of hearing, or DeafBlind and has funded interpreter training projects since 1974. The Training of Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are DeafBlind program establishes interpreter training programs or provides financial assistance for ongoing interpreter programs to train a sufficient number of qualified interpreters throughout the country to meet the communication needs of individuals who are deaf or hard of hearing and individuals who are DeafBlind by-
(a) Training interpreters to effectively interpret and transliterate between spoken language and sign language and to transliterate between spoken language and oral or tactile modes of communication;
(b) Ensuring the maintenance of the interpreting skills of qualified interpreters; and
(c) Providing opportunities for interpreters to raise their skill level competence in order to meet the highest standards approved by certifying associations.
In FY 2016, the Department funded four national projects to provide specialized training in the areas of dysfluent language competencies, behavioral health interpreting, pro-tactile American Sign Language (ASL), and preparing interpreters, especially those from communities of color and heritage signing backgrounds, to work in legal settings. The Department also funded a national project to provide experiential learning to novice interpreters and reduce the length of time between graduation and certification. Information about the 2016 interpreter training projects may be accessed through the NCRTM.
In FY 2021, the Department funded seven national projects to provide training to working interpreters in specialty areas to effectively meet the communication needs of individuals who are Deaf or hard of hearing and individuals who are DeafBlind receiving vocational rehabilitation (VR) services and/or services from other programs, such as independent living services, under the Rehabilitation Act of 1973. The following awards began on October 1, 2021 and will run for a five-year period ending September 30, 2026:
Of particular interest to sign language interpreters and sign language interpreter educators
Northeastern University’s American Sign Language and Interpreting Education Program (#H160D210001) was awarded RSA funding to build on the successes of the Center for Atypical Language Interpreting (CALI). The project addresses the growing demand for interpreters with specialized skills to serve Deaf and DeafBlind persons with atypical language.
The five-year project officially launched on October 1, 2021. Plans include expanding the reach of the Program of Study – comprised of facilitated online modules, practical application, and supervised induction – to interpreters in 20 not-yet-served areas of the country. Teams of subject matter experts have created new content on interpreting with elder Deaf people whose language may be atypical due to aging and neurodegeneration, and immigrants whose first language is neither ASL nor English. Pilot trainings are currently underway and once completed the new material will be revised and offered to a wider audience.
While the focus thus far has mainly been on the creation and piloting of new content and revising the Program of Study, we continue to offer the popular CALI products on the website including:
Four Self-Directed Online Learning Modules - 42 hours of self-directed learning
Conversation Series - Deaf perspectives, Coda perspectives, BIPOC perspectives on interpreting with people who use atypical language
Language Analysis Team Video Series - documents the use of specific language features to identify patterns and the implications for message meaning, comprehension, and interpreting
Unfolding Scenarios -12 interpreting scenarios, five structured from the perspective of a Deaf interpreter and seven from the perspective of a hearing interpreter. Each scenario includes five to seven decision points where the interpreter must decide how to proceed.
Webinars - five on demand webinars available for CEUs
Annotated Bibliography - includes articles, books, presentations, and videos related to atypical language. Each resource is summarized in ASL and English and includes direct links whenever possible.
Of particular interest to sign language interpreters and sign language interpreter educators
As Protactile language emerges, demand for qualified interpreters with Protactile language competency is on the rise. The DeafBlind Interpreting National Training and Resource Center (DBI/ #H160D160005) and Protactile Language Interpreting National Education Program (PLI/ #160D210002) are working together to ensure all online modules and immersion trainings are led by DeafBlind educators, and are based on current research in Protactile linguistics and pedagogy.
DBI is funded through December 31, 2022, because of a no-cost extension due to COVID that required postponing the in-person immersion training until Spring 2022. All DBI products/resources will be available on the PLI website slated to launch Summer 2022. Materials developed with DBI funds will have DBI branding, materials that need updating will have both DBI and PLI branding, and materials developed with PLI funds will have PLI branding.
Beginning October 1, 2022, PLI will offer the following educational opportunities:
Self-Directed Certificate Track 1: Protactile Language Theory (asynchronous, sequential learning): This track will consist of approximately 10 modules and focus on topics such as Protactile (PT) Language; PT History; the PT Movement; PT Linguistics and Research; Power, Privilege, and Oppression in the DeafBlind Community; Communication Modalities; Introduction to Interpreting in VR Settings, and Assistive Technology.
This track does not have a language immersion requirement and is not cohort-based.
Pilot Training Certificate Track 2: Protactile Language Theory and Fundamentals (hybrid: asynchronous, facilitated sequential learning, language immersion week): This 6-month certificate program is our pilot program and will only be offered one time. It will admit a cohort of 12 interpreters.
In addition to the modules listed above, interpreters will be required to attend one language immersion session and will complete an in-person induction period.
Program of Study Certificate Track 3: Protactile Language Theory, Fundamentals, and Application (hybrid: asynchronous, facilitated sequential learning two immersion requirements): This year-long certificate program of study will be offered years 3-5. It will admit a cohort of 15 interpreters per year.
In addition to the modules listed above, interpreters will be required to attend two language immersion sessions, actively participate in community mentorship, and will complete an in-person induction period.
DeafBlind Educator Training (in-person, language immersion): Due to systems of oppression that limit the amount of training opportunities that exist for DeafBlind individuals, and more specifically, DeafBlind People of Color, there is a need to train more DeafBlind people before PLI can hire additional educators. This 30-day training will provide DeafBlind individuals with language acquisition opportunities, and the knowledge and skills to teach interpreters enrolled in the PLI program of study. This training will admit 2 DeafBlind individuals in August of 2022.
Self-Directed Certificate Track 4: Vocational Rehabilitation Professionals Working with DeafBlind Consumer: Protactile Language Theory (asynchronous, sequential learning): This track will consist of approximately 5 modules and focus on topics such as the PT Movement; Power, Privilege, and Oppression in the DeafBlind Community; Communication Modalities in the Workplace; How to Provide Equitable Services to DeafBlind Consumers, and Provision of Interpreters.
Modules will be available for CEUs and CRC credits. To learn more information, visit:www.dbinterpreting.com.
Of particular interest to sign language interpreters and sign language interpreter educators
Improving Rural Interpreter Skills (IRIS) Project (#H160D210006) is a $2.1M, five-year interpreter training grant project awarded by the U.S. Department of Education, Rehabilitation Services Administration to the University of Northern Colorado's (UNC) American Sign Language and Interpreting Studies department. The main focus of IRIS is the implementation of a skills and knowledge training program for working rural interpreters. IRIS recognizes that opportunities to support and connect rural interpreters where they are deeply rooted, and likely to stay, in their respective communities, are few and far between. To address this need, IRIS is on track to develop a comprehensive bilingual, asynchronous, dialogic training for ASL/English rural working interpreters called the Connections, Opportunities, Resources, and Education (CORE) Initiative.
Highlights of IRIS Project activities, resources, and products to date include:
IRIS Website (www.unco.edu/irisproject): resources, recruitment materials, program goals, and project information have been accessed by 2800+ unique users.
Needs Assessment Survey: IRIS developed, distributed, and analyzed a survey to explore the barriers and challenges associated with rural interpreter training.
Recruitment Presentations: a facilitator/mentor training Q&A was attended by 29 attendees (12/16/2021) and a rural interpreter training Q&A was attended by 64 attendees (3/23/2022). Both sessions were recorded, resulting in 529 views. IRIS Project Coordinator Kelly Decker, Co-Director Schawn Hardesty, or Facilitator/Mentor Training Facilitator Cheryl Thomas presented at 8 RID Affiliate Chapter meetings.
Recruitment Efforts: 40+ recruitment activities were conducted including e-blasts to interpreters, mentors, and stakeholders; Zoom Q&As; direct emails to Native community leaders, potential applicants, VR partners and others; 1:1 Zoom meetings with interested individuals; social media posts; and information sharing on external VR and Deaf community-related listservs.
Council of Experts: a 9-person council was formed with representation from a variety of backgrounds including VR; interpreter educators; rural interpreter practitioners and mentors; IEP instructional designers/curriculum developers; and a rural court administrator.
Train the Trainer:early in 2022, IRIS recruited, screened and selected 15 experienced rural interpreters to receive 70+ hours of online facilitator/mentor training, many of whom will have an opportunity to continue on in a variety of roles as the IRIS-CORE instructional team.
Working rural interpreters are now being recruited for IRIS-CORE’s communities of learning. The number of applicants and the analytical data available from the email distribution system, social media, and the IRIS Project website show substantial interest in IRIS provided programming.
As the field of interpreting has continued to professionalize, rural interpreters have been left behind, resulting in systemically inadequate, even discriminatory, communication access for individuals who are Deaf, Deafblind and hard of hearing in rural areas. Over the course of this grant, IRIS strives to increase the quantity and quality of interpreters working and living in rural settings by cultivating educational opportunities and sustainable connections that support professional growth.
Of particular interest to sign language interpreters and sign language interpreter educators
Promoting Equity in Healthcare Interpreting, PEHI (#H160D210007), a 5-year RSA-funded project, aims to advance equity in communication for Deaf/DeafBlind/Hard of Hearing (D/DB/HH) American Sign Language (ASL) patients in healthcare settings. A jointly-proposed cooperative arrangement between Idaho State University and Gallaudet University brings these two universities together to collaborate on this project to:
Advance opportunities for D/DB/HH patients to receive equitable care in health settings by increasing the number and skills of ASL/English interpreters
Recruit interpreters to become specialists in healthcare interpreting through skill enhancement
Promote and document best practices in telehealth interpreting
Form partnerships with six partnering state agencies that provide direct services to D/DB/HH people in their states with the Idaho Council for the Deaf and Hard of Hearing serving as the coordinating state agency. The seven partnering state agencies in coordination with us are Idaho, Michigan, Massachusetts, Virginia, North Carolina, Kansas, and Arizona.
Partnering state agencies will:
Recruit working interpreters as participants
Recruit interpreters to serve as mentors
Liaison on behalf of the project with:
Stakeholder groups and constituents
Other state agencies
The curriculum centers around skill-building through application of comparative linguistics concepts. As they acquire new as well as refine their interpreting skills, PEHI will ensure that they continue to apply these new techniques to their current interpreting practice, demonstrating learning over the long-term. Other curriculum components include a 15-hour series of medical terminology videos in American Sign Language for both our training cohorts and our self-directed training modules, provided by a Deaf doctor and visual anatomy/physiology lessons featuring cadaveric tissue identification.
Although in the beginning stages of development, the website link is:http://www.isu.edu/pehi. In the upcoming months, content will be developed for the online Moodle courses. The first cohort of 15 interpreters will start their 5-month online training with coaching and then have locally mentored induction experience which will begin in September of 2022. For more information, feel free to contact Sarah Hafer atsarahhafer@isu.eduor 360-818-7631.
The Crossword Puzzle of Management – Managing Up and Across
This training is intended for VR supervisors and managers, providing an overview of managing up and across strategies as foundational management practices to promote personal and organizational effectiveness. Topics covered in the training include relationship building, leadership styles, and communication skills. In addition, the role of emotional intelligence is explored as a key ingredient of a great leader.
These trainings are free, registration is required.
Foundations of Clinical Supervision
CIT-VR developed a 5-module training series focusing on Clinical Supervision with Dr. Jim Herbert of Penn State University. Foundations of Clinical Supervision Training Series targets aspiring, new, or seasoned VR supervisors. This training will provide practical skills, knowledgeable insights, and proven practices to improve vocational rehabilitation counselor supervision skills. Over the course of five training modules, Dr. James Herbert, a 35-year Rehabilitation Counselor Educator and 30-year Clinical supervision researcher, will provide a foundation for increasing knowledge and skills, enhancing counselor performance, and improving client outcomes. Registration is required.
Mental Health Awareness Monthraises awareness about the importance of mental health in the lives of all Americans. Mental Health Month was established in 1949 to increase awareness of the importance of mental health and wellness in Americans' lives, and to celebrate recovery from mental illness.
Readthis year’s proclamation on National Mental Health Awareness month.
Of particular interest to VR leaders, managers, and administrators
Aaron Thompson, Assistant Division Director for the Utah State Office of Rehabilitation, joins Carol Pankow on this 14th episode of Manager Minute to talk about how Utah is making rapid engagement work. Carol has discussed this on two previous podcasts; however, each VR agency has tackled this differently. It is intriguing and exciting to hear about how different VR programs are confronting the dilemma facing VR on declining applications and consumer engagement.
Learn about Utah's “Back to Basics” approach, how they implemented this approach and how they involve their counselors and customers.
From Utah's unique Performance Dashboards and Blueprint Systems, there is so much to learn about how Utah is making rapid engagement work. Listen Here:https://managerminutevrtac-qw.libsyn.com/
Please stay up to date by followingVRTAC-QMon Facebook and Twitter @VRTAC_QM.
Of particular interest to VR administrators, managers, and counselors
Between FY 2015 through FY 2020, the RSA-funded Career Pathways for Individuals with Disabilities (CPID) enabled the State VR agencies of Georgia, Kentucky, Nebraska, and Virginia to help 840 individuals with disabilities – including youth and individuals with significant disabilities – to achieve competitive integrated employment in promising careers through sequential, industry-recognized post-secondary credentials and marketable skills. CPID strategies, services and outcomes were detailed in the January issue of News from NCRTM. This month, NCRTM is providing an updated CPID Compendium of webinars, toolkits, success stories, videos, articles, project evaluations and analyses from each of the CPID grantees.
Of particular to interest to VR leaders, VR administrators, and VR managers
In partnership with Management Concepts, a national leader in the provision of training for Federal grant managers, the Vocational Rehabilitation Technical Assistance Center on Quality Management (VRTAC-QM) have developed a certificated training program specific to the effective management of the complex VR grant. This four-course certificate program (offered via an accessible online classroom platform, two days in length each, (free of charge) is targeted at VR agency Chief Financial Officers, and other Financial Managers, VR agency Directors, and other Administrative Deputies that have the primary function of managing the VR grant. Enroll now for VR Grants Management Training Certificate program.
Of particular interest to: VR counselors and services providers
Registration Deadline is May 31, 2022.
To register contact Janice McDonald at Janice.McDonald@umb.edu.
Course will be offered Wednesdays, June 1 – August 24, 2022, Online, Time: 5:30 pm – 7:00 pm EST. The cost to participate is $1,725.
This is a 3-credit graduate level course and 15 CRC credits will be awarded upon submission of transcript to CRCC.
IT’S EMPLOYMENT is partnering with the University of Massachusetts Boston School for Global Inclusion and Social Development’s Rehabilitation Counseling Program to offer an online 3-credit graduate level course. This course provides students with a comprehensive approach to providing vocational rehabilitation services to individuals with intellectual disabilities (ID) and their families/caregivers. Students will gain knowledge and skills to assist individuals with ID by exploring barriers to employment, working collaboratively with family members/caregivers, developing community partnerships, and exploring multiple pathways to competitive integrated employment for individuals with ID. Students will examine best practices in serving individuals with ID through relevant articles, case studies, multimedia resources, and online discussion forums.
This newsletter includes some acronyms for RSA-funded Technical Assistance Centers and other grantee offerings. Links to these centers are included in the “RSA-Funded Assistance and Other Resources” section of the NCRTM.
The National Clearinghouse of Rehabilitation Training Materials (NCRTM) is maintained by New Editions Consulting, Inc. and is sponsored by the U.S. Department of Education, Rehabilitation Services Administration (RSA), under Contract No.91990021C0033. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
