Internship accessibility issues for deaf and hard-of-hearing applications: No cause for complacency.

Abstract

What are Che experiences of Deaf and hard-of-hearing students in applying for predoclora! internships in professional psychology? Are internship programs aware of accessibility issues in regard to these applicants? Federal laws, accreditation guidelines of the American Psychological Association, and rules of the Association of Psychology Postdoctoral and Internship Centers require that internship training programs provide access for interns with disabilities. Compliance with these requirements is still evolving, however. Several recent examples of violations are outlined, and specific laws and ethical issues involved are discussed. Internship training centers must have information on their obligations regarding the provision of accessible services to Deaf and hard-of-heaiing trainees, the adverse impact on applicants of certain interview questions and comments, and ways to provide equal access to training for qualified Deaf and hard-of-hearing students.Internship is a required part of any clinical psychology training program. Without approved internship training, it is impossible to obtain a doctoral degree from an accredited program or to gain entry to state licensing examinations and become licensed as a clinical psychologist. The fact that the internship application process has been described as an arduous experience for any clinical psychology student is well documented (e.g., Oehlert, Lopez, &

Guidelines for assessment of and intervention with persons with disabilities.

“…Such language may bias diagnostic and intervention processes (Simeonsson & Scarborough, 2001), Language may reveal our attitudes toward people with disabilities (Häuser, Maxwell-McCaw, Leigh, & Gutman, 2000), Excessively positive language (e,g,, "heroic," "despite his disability," or references to "overcoming disability") or excessively negative language (e,g,, "afflicted with," "suffering from," or "confined to a wheelchair") regarding people with disabilities focuses on stereotypes, rather than individuals (Katz, Hass, & Bailey, 1988), People-first language (e,g,, "a woman with multiple sclerosis," "a student who is depressed") is typically used to maximize focus on the person (APA, 2010), However, other individuals prefer disability-first language (National Federation of the Blind, 1993;Sinclair, 2007), It is important to avoid stereotypical or derogatory phrases that imply deficiency or inadequacy such as "deaf mute" since a deaf person is perfectly capable of intelligent communication (Gill et al,, 2003;Khubchandani, 2001;Olkin, 2002), Even though we assume that communication is mostly verbal (i,e,, spoken, signed, and written language), approximately 70%-80% of communication is nonverbal, including facial and body language, personal mannerisms, and style-anything that adds meaning to a message (Mehrabian, 1968a(Mehrabian, , 1968b, As such, it is a powerful tool for shaping the context of the client-psychologist dialogue, A psychologist who responds appropriately validates the client and minimizes possible bias and misperception about the client's disability (Khubchandani, 2001;Kosciulek, 1999;Olkin, 1999b), Examples of appropriate responses include sustaining eye contact with a client who uses a sign language interpreter to communicate, rather than shifting to the interpreter. You may also ask if a client who has a disability needs assistance with a task, but do not volunteer to help without permission.…”

Sports Management and Administration Internships and Students With Disabilities: Responsibilities and Practices for Success

“…Informed choices are, however, more likely to produce the most beneficial results for the school and the student. ( ¶ 67) Hauser et al (2000) suggest two practices for success in this situation:…”

“…These directors welcomed greater access to internships for students with disabilities but have concerns about costs and competence (Hauser et al, 2000).…”

“…This is despite the fact that students with disabilities have a right to access all of the same programs and services as other students (Salzberg, 2003). Training programs-including doctoral programs, internships, postdoctoral training, and continuing education-are required by federal laws to avoid discriminating against students with disabilities (Hauser et al, 2000).…”

Resolution on the Americans with Disabilities Act

“…WHEREAS persons with disabilities are often denied access to services, and are denied appropriate accommodations and resources to fully participate in education and training programs, employment, and the political process (e.g., Hauser, Maxwell-McCaw, Leigh, & Gutman, 2000;Roessler, & Sumner, 1997);…”