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Cultural Intelligence · Communities
Describe Deaf Minnesotans as a cultural and linguistic community, distinguish Deaf, DeafBlind and hard-of-hearing experiences, and arrange communication access that meets ADA duties.
About 48 minutes, plus optional practice · 4 lessons · Voluntary learning
Distinguish Deaf as a cultural and linguistic identity from deaf as an audiological description.
Distinguish Deaf, DeafBlind, hard-of-hearing and late-deafened experiences and communication needs.
Summarize the history of the Minnesota State Academy for the Deaf and its role in Deaf community life.
Explain the ADA's effective communication requirements for state agencies, including primary consideration.
Write a short interpreter request template for your team that includes preferred method, setting, topic, length, need for team or Deaf interpreters, and materials to share. Ask your ADA coordinator or accessibility lead to review it.
Describe Deaf Minnesotans as a cultural and linguistic community, distinguish Deaf, DeafBlind and hard-of-hearing experiences, and arrange communication access that meets ADA duties.
Write a short interpreter request template for your team that includes preferred method, setting, topic, length, need for team or Deaf interpreters, and materials to share. Ask your ADA coordinator or accessibility lead to review it.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
Supports the Deaf and deaf distinction, Deaf culture, hard-of-hearing identity, the rejection of hearing impaired, and the advice to ask people how they identify.
Supports ASL as a complete natural language with grammar distinct from English, regional variation, its non-universality, and its origins with French Sign Language.
Supports auxiliary aids, the qualified interpreter definition, primary consideration for Title II entities, limits on companions and children interpreting, and video remote interpreting standards. Formal determinations belong to the ADA coordinator.
Supports the Commission's advocacy role and its statement about the 20 percent of Minnesotans who are deaf, DeafBlind or hard of hearing.
Supports what Deaf interpreters do, when to use them, teaming with hearing interpreters, CDI certification, and the small number of CDIs and DIs in Minnesota at the time of writing.
Supports the one in five figure, populations served, consultation, MN ACT telephone equipment, DeafBlind programs, ASL-fluent mental health services, grants and regional offices.
Supports the academy's authorization and opening in Faribault in 1863, the earlier proposal in the first legislative session, and the first superintendent from the Ohio School for the Deaf.