Stumbling
Forward
I
have been a Social Worker for over fifteen years; before that I
worked in Child Development and have education, training and
experience working with special needs of all kinds. (Although I
will, and have, debated that being deaf is not a special need and
instead a language barrier.) I first went to school for Family
Studies in Albuquerque New Mexico. Family Studies puts emphasis on
the whole child perspective; in short this means that in order for a
child to grow up healthy in all areas of development the family of
the child must be included. A family’s interaction and
involvement with a child’s development makes the greatest
difference in how a child grows and perceives the world.
In
2007 I went to work for Children s Home Society (CHS) which contracts
through the Department of Children and Families (DCF) and Community
Based Care (CBC). The Department of Children and Families is the
agency which responds to allegations of abuse against children; they
are also the agency which removes a child from the home, and family.
Sometimes this is a necessary action to preserve the health and well
being of a child; sometimes, however, there are mistakes which cause
harm, instead of safety, to the child and family.
In February 2010 the Department of Children and Families received a
Settlement Agreement between DCF, the U.S. Department of Health and
Human Services, and Office for Civil Rights. The agreement was
designed to help bring DCF into compliance with Title II of the
Rehabilitation Act (Section 540) in its provision of healthcare and
social services to persons who are deaf or hard of hearing.
(Department) First a few explanations of different terms and ideas.
What is a 504 plan?
A
504 Plan is a plan developed to ensure that a child with a
disability, identified under Section 504 of the Rehabilitation
Act of 1973, attending an elementary or secondary educational
institution receives accommodations that will provide access to
the learning environment. This document assures compliance of
Section 504 of the Rehabilitation Act and is developed by a team
of individuals that may consist of the student with a disability
(if appropriate), the student's parent(s), caregiver(s), the
student(s) teacher(s), the student counselor, and the 504
co-coordinator. ("AccessSTEM")
The
Rehabilitation Act of 1973 was the first major legislative effort to
secure an equal playing field for individuals with disabilities.
This legislation provides a wide range of services for persons with
physical and cognitive disability's. Those disabilities can create
significant barriers to full and continued employment, the pursuit of
independent living, self determination, and inclusion in American
society. ("WebAIM")
Title
II is an extension of the section 504 Rehabilitation Act of 1973.
Unlike section 504...which only covers programs receiving Federal
financial assistance, title II extends to all the activities of State
and local governments whether or not they receive Federal funds.
("U.S.")
What
does this mean? Well what I know from experience; a 504 ensures that
a child, and sometimes the child’s family, will receive
accommodations to ensure a child’s, health, well being and success.
This idea use to be limited mostly to a child's success in school.
Now a 504 ensures success for the child in other areas, especially
with in an government agency, such as the Department of Children and
Families. A 504 is an agreement, written up by any, and all
persons, involved in the accommodations, including, but not limited
to, family, the child (age 15 and older), teachers, counselors,
social workers, lawyers, etc., that make sure a child, and/or the
child’s family, will receive accommodations like, extra time to
complete a homework assignment, or a test, wheel chair ramps, a
school nurse that ensures medications are taken when, and as, needed,
and in the case of the DCF settlement, qualified interpreters and/or
auxiliary aids for families who are deaf and/or hard of hearing.
One
of the reasons that I took ASL was to learn to communicate with some
of the clients I had had while working at CHS. Years ago, while
living in New Mexico, I had purchased, on my own, sign language books
and taught myself basic signs in order to communicate with the
children, and families, in my care. We usually managed by also
including writing information down. When I moved to Florida I found
the need to know, and learn sign language, greater. The level of
frustration that not only the clients I serviced felt, but myself
also felt, was great. I had three instances, with three different
families, where I would leave homes feeling that their needs were not
being adequately met. I would return to the office and speak to the
family's case worker from DCF, or CBC, and hit a brick wall. I was
told multiple times that there were no interpreters available and
that I would have to do my best. I knew, even before I was aware of
the settlement agreement, that the system was broke and in need of
fixing.
According
to Arizona State University’s School of Social Work the definition
of Social Work is as follows:
Social
Work is a profession dedicated to enhancing human capacity to solve
complex social problems in order to create a more humane and just
society. One of the cornerstones of social work practice is the
focus on the strengths, as opposed to the shortcomings, of
individuals, families and communities so that these can be
deployed to find creative solutions for complex social problems.
The profession is characterized by a steadfast commitment to
social justice in the service of empowering individuals, families
and communities to meet their needs. (“ASU”)
Recently
I was invited to a friends house where I was introduced to her
neighbor who was currently working at DCF as a Social Worker. This
person found out how much experience I had and proceeded to pick my
brain for solutions to some of the issues she was dealing with at
DCF. The main issue was finding resources to refer clients to.
This person, who I perceived as being passionate at her job had a
degree in Accounting. She shared how there is one interpreter which
services all of Volusia County, and that there are still very few
Social Workers who know, or understand, ASL.
The
point here is that, with in my experience working as a Social Worker,
Florida has always appeared to be lacking in the definition of Social
Work. When I first started working here I initially thought it was
the people. Now I believe it is the system in Florida, not the
people; it is this system that has a tendency to burn many Social
Workers out, leaving persons who are fresh out of school with no
experience, or persons, who are not qualified to do the job, to carry
the title of Social Worker. Perhaps this reads as sour grapes but
the truth of the matter is that this effects the clients. I assume
that it was probably an inexperienced, uneducated Social Worker that
made the mistake of removing a child from the home of a deaf/ hard of
hearing family with out an interpreter. I assume this because
persons, whom are my friends, and have been in the Social Work
business for some time know better. Which brings me to my next
question.
How
is the family important to a child’s development? A family is two
or more people who are committed to each other and who share
intimacy, resources, decision-making responsibilities, and values.
(Olson and DeFrain )
So based on this definition if a child is taken from a
family does this imply that some, or all of these skills may not be
learned by the child? A child knows one family, and unless the
child is very young, and able to establish new memory’s, and/ or
new connections with another family, then what will the perceptions
of the world be for this child? There are many children with in the
Foster Care System that never learn the skills a for mentioned that
are taught by a family. There are many children who's development,
either physically, and/ or cognitively is not where it is suppose to
be due to the lack of family. Which leads me to another question;
what is the impact of Social Work and the Social Worker upon families
and child development?
Social
Workers number one priority is to ensure the safety of a human being;
most of the time this means children, but it also means persons with
special needs (of all ages), elderly people, and other persons in a
variety of different circumstances. Knowledge of child development
(and perhaps human development in general) is essential for everyone
coming in contact with children on a regular bases; including
parents, teachers, law officers, school counselors, principles, etc.
etc..
Understanding
child development is an important step towards being clear about what
constitutes a child’s safety and well being and promoting and
preserving well being. In Social Work a good working knowledge of
child development is a crucial component in family’s support and
child protection and in assessing and planning interventions. Can
someone with a degree in accounting understand this? More
importantly, does a person with no understanding of child development
give an agency, like DCF, an excuse for not addressing the needs of a
family and/ or child? In the case of the Settlement Agreement a
hearing child’s rights were violated because the child was removed
from deaf parents. During services the needs of the child were not
addressed because adequate communication was not provided.
Ultimately not only were there injustices done to the family and
child, but also to the Social Work field, and Social Workers, who
take there job seriously.
Another
aspect to consider is this; is a child's healthy development in
jeopardy because;
The
family is deaf and unable to meet the needs of the child? (doubtful)
The
child is deaf and the family is not meeting the needs of the child?
(possible, it does happen)
There
are other issues that need to be addressed along with, or separate
from, being deaf, or hard of hearing? or
The
Social Worker investigating the deaf/ hard of hearing family is
having difficulty communicating with said family, and due to lack of
experience, and/ or education assumes it is the same for the family?
With
out an interpreter it is hard to determine. Another thought, if
questions one, or two, are the case is it beneficial to take the
child out of the home? Or is it better to address the issues to
ensure healthy development of the child? Which takes us back to the
whole child perspective of child development.
The
whole child perspective takes in to account not only the family, but
the child's environment(s), and everyone who comes into contact with
the child and the child's environment. To provide effective care
and guidance for young children, it is essential that parents,
caregivers, and teachers understand the principal concepts of child
development...(Allen and
Marotz ) When
a Social Worker enters a home to evaluate and help a family certain
developmental needs are observed; either the child is getting them,
or they aren’t. The basic needs for not removing a child from the
home are healthy nutritious food in the home, a safe clean
environment, warm adequate clothing, a place to sleep, affection,
security; but there are other needs also, give and take interactions,
acceptance, opportunity’s to learn, healthy interactions with
adults and peers, and absence of signs of abuse. These all can be
provided in a variety of different ways determined by culture,
religion, and special needs.
The
Social Worker entering the child's world becomes an important part of
the child's world and another role model. So what happens if the
Social Worker removes the child from his/ her environment, and
family, because of communication issues? Is the message being sent
to the child that of,”I have no patience, or tolerance, for what
ever communication is, or is not, taking place here?” What message
does that send to a child? Differences are to be celebrated in
America aren’t they? (Sometimes I weep for the Social Work field.)
Deafness
is viewed in different ways by different individuals and groups.
Many hearing people consider deafness a disability, a pathological
condition. To many Deaf people, deafness is one aspect binding
a minority group together, a minority group rich in culture,
history, language, and the arts. For many deaf people, being
Deaf of Deaf (CODA) is a source of considerable pride. Although
clearly a minority within a minority, life can be substantially
easier for these individuals. They learn sign language as their
native language, which they develop naturally just as hearing
babies develop oral language. For these individuals, their
deafness is a language difference, not a disability. Most of
these individuals consider themselves part of the Deaf community
and are active in its activities and clubs, attend Deaf theater,
travel in groups, use ASL as their language, and believe that it
is important to learn about their culture. (Smith
)
In
the end DCF has posted on their website all the positive changes that
are taking place to their organization and I am optimistic. They are
making an effort to be accountable.
(http://www.myflfamilies.com/) Hopefully DCF and other
organizations working with the deaf and hard of hearing will be able
to set an example that spills outside of their organizations.
A quote from and unknown author reads,”Even if you stumble, you're
still moving forward.” While the mistakes made with in DCF were
heart rending, when we understand the possible effects it could have
had upon the child and his/her family, mistakes are their for us to
learn from. I believe that the universe has a way of making us do
what we are suppose to do. With that said perhaps the Settlement,
and everything surrounding it, happened exactly when and how it was
meant to be. In the end shouldn't we be glad that it happened!
Social Work is an imperfect social science because it deals in human
nature. Like anything human there is good and bad, one with out the
other would not promote learning. I have always believed, and will
always continue to believe that anything that promotes a child being,
and feeling whole, no matter how we stumble our way into it, is good.
Citation
Page
Allen,
Eileen K., and Lynn R. Marotz. By the Ages: Behavior and
Development of Children Pre-Birth through Eight. Canada: Delmar
Thomson Learning, 2000. Print.
Olson,
David H., and John DeFrain. Marriage and the Family; Diversity and
Strengths. 3rd ed. Mountain View, CA.: Mayfield Publishing
Company, 2000. Print.
Smith,
Deborah Deutsch. Special Education: Teaching in an Age of
Challange. 3rd ed. Needham Heights, MA: Viacom, 1998. Print.
"United
States Laws; Overview of the Rehabilitation Act of 1973 (Sections 504
and 508)." WebAIM. Utah State University. Web. 10 Dec
2012.
.
"U.S. Department of Justice Civil Rights Division Disability
Rights Section." http://www.ada.gov/t2hlt95.htm. U.S.
Department of Justice, 29 2002. Web. 10 Dec 2012.
"What
is a 504 Plan?." AccessSTEM. DO-IT University of
Washington, 30 2011. Web. 10 Dec 2012.
"What
is Social Work." ASU School of Social Work Arizona State
University. social.work@asu.edu. Arizona State University. Web.
10 Dec 2012.
