~~~~~a-~ i"i: i_'TI .-. _r 11171 e.r 7. ~_2 ,1 rqA t; ;-[ li_ r. F3l)C i..C1u:= Ht. l;. 1{teal E3 '.it i7 't r?e e.; F7uii-.i L; 1. 3. i ~ i. ;`s;. ., - _ t_ti (il (11 "t Sii 7. Ci it C?i" i..r li9 ct'il tr?c-l'. 7. 4~Ei.t f- --' , ~.c 1E:~j', C~7" 1"'(`ii (11 ~Pi _u11 nt"'[, ir5~ ''hP .! ~_l ~ i'.:i q (-~ t :__. o r is t": e i~ e a t- ~ _ ~ .. _ L.. (?C ct (td lice r'r? O"C ii t?2iY 111 C' F--'ein -it?. ,iil':5 doc~.tmert~: i_, i-~e.id i.ri tY-~e i.o~.inty C.;.er It'' ss O'rficc i. ,.: ar'.v lini a': ic~tc+. +. v7 it ~.t i. rl :i;. ~. ~ it~:w ;i.. cnMMISSIONERS' COURT AGENDA REQUEST • P]„FASE FURNISH ONE ORIGINAL AND FIVE COPIES OF THIS REQUEST AND DOCUMENTS TO 6 REVIEWED BY THE COURT. MADE BY: ~A Y ~ ~ h( F~~l ~ OFFICE: MEETING DATE: ~,JC/. ~-`f ~ ~ ~ ~ TIME PREFERRED: SUBJECT: (PLEASE BE SPECIFIC): S I~~nl/i 12F_/JE.SS O ~ ~ G SONS i ~/G /'~7E~ EXECUTIVE SESSION REQUESTED: PLEASE STATE REASON ESTIMATED LENGTH OF PRESENTATION: ~ r~1NU? ES IF PERSONNEL MATTER -NAME OF EMPLOYEE: ~J NAME OF PERSON ADDRESSING THE COURT: ~om~~ S/oN~re ~EC~rde~ 1 Time for submitting this request for Court to assure that the matter is posted in accordance with Article 6252-17 is as follows: • Meetings held on Tuesday: 12:00 P. M. previous Wednesday THiS REQUEST RECEIVED BY: THIS REQUEST RECEIVED ON: Atl Agenda Requests w111 be screened by the County Judge's Office to determine If adequate information has been prepared for the Court's formal consideration and action at time of Court meetings. Your cooperation wlil be appreciated and contribute towards your request being addressed at the earliest opportunity. See Agenda Request Guidelines. ,, the parent company and the local site providing the ac- commodation, then the parent company's resources should - be considered in determining whether the hardship is undue. Enforcement Provisions Individuals with disabilities will have the same remedies available to all other minorities under Title VII of the Civil Rights Act of 1964, as amended by the Civil Rights Act of 1991. An employer found in violation of the employ- ment section of the ADA may be ordered to discontinue discriminatory practices, to correct policies and practices, to hire a qualified individual with a disability, or to rehire the person with back pay and provide the person with a reasonable accommodation. Fn addition, the Civil Rights Act of 1991 amends Title VII to include compensatory and punitive damages for intentional discrimination. Individ- uals with disabilities are protected by the Civil Rights Act of 1991 remedies under both Section 501 of the Rehabilita- tion Act of 1973, which covers federal employees, and the ADA. Damages may not be awarded where the employer demonstrates "good faith efforts" to identify and make reasonable accommodations. Employers who lose a specific case will be required to pay the disabled person's attor- ney's fees and costs. T1TLE II: STATE AND LOCAL GOVEANMENTS ~,.-..... _~,.._~~..,..s. Title II of the ADA requires all state and local uals with disabilities. It also requires public transporta- tion agencies to be accessible. This is important to deaf and hard of hearing people because it extends protection to many agencies that were not covered by Section 504 of the Rehabilitation Act of 1973 (see chap. three) because they did not receive any federal funding. For example, many courts and police or sherifFs offices do not receive federal financial assistance. AMERICANS WITH OISAlIliT1E5 ACT Deaf people could not use Section 504 to complain about_ discrimination when these courts er police departments did not provide interpreter services. Now they can rely on the ADA to insist on equal access. The goal of Title II is to make sure that all services, programs, and activities of state and local governments can be used by people with disabilities. The law applies to anything a government agency does. Any person with a disability who meets the essential eligibility requirements for getting services or participating in a government program is protected by the ADA. Title II became effective on January 26, 1992. Regula- tions implementing and explaining the requirements of Title II were adopted by the U S. Department of Justice. They can be found in Title 28, Part 35 of the Code of I Federal Regulations. Agencies That Must Be Accessible ~ Title II of the ADA applies to all state and local "public entities " as well as to AMTRAK and commuter transpor- t ~ tation agencies. Public agencies include school systems; motor vehicle departments; police and fire departments; parks and recreation programs; jails and prisons; libraries; food stamp offices; welfare and social service agencies; and public hospitals, clinics, and counseling centers. This part of the law also applies to state and local ceuT~a and ~;tv_ -rne ~A also applies~o government activities that are actually carried out by private contractors. For eaampie, the concession activities in state parks are often operated by private contractors, and shelters and halfway houses _ may be operated by private nonprofit agencies but receive state and local government contracts. Title II of the ADA does not apply to federal government agencies. Federal buildings and federal executive agencies must be accessible, too, but they are covered by the Reha- bilitation Act and the Architectural Barriers Act, not by the Americans with Disabilities Act. I.EGAI RIGHTS: THE GUIDE FOR DEAF AND HARD OF HEARING PEOPLE 24 THOMAS W. POLLARD ATTORNEY AT LAW STATE BAR NO. 16100000 951 MAIN STREET KERRVILLE, TEXAS 78028-3598 (21 O) 896-7500 FAX (21 O) 257-7079 September 12, 1994 HAND-D1;LI VJ•;RED [sir. Ray Leh)ua1r, Cuunty Couunissioner Kerr County Courthouse Kerrville, TX 78028 Re: Americans with Disabilities Act Dear 1v1r. Lehulan: Hnclosed Tease find copies of infor;aatiuex I recently obtained regarding the legal rights of deaf and hard of hearing people. We had a client (in the County Court at Law) who required visual assistance (nu lip readiuy) in iuterpretiny the testi,iluny at her trial and pre-trial hearing because of deafness and started scarchiuy fur the federal law and reyuiremeuts un sa;ae. We are euclusiny a copy fur you to review and discuss witn the Cuuuuissiuners. Phis issue will most likely come up again soup. I feel that to avoid law suits i)x this regard, no persoxx should be dexxied what the law says they arc entitled tu. I understand the 216th Judicial llistrict Court has ordered a visual screen system fur their court reporter fur this purpose and that Paula Richards, an iudepeuderrt court reporter in Kerr County, has a machine fur that purpose. Irx our recent case we ran into the problem as to who would have to Nay fur a court reporter with the visual screen aid anti didn't yet the matter resolved until toe late fur our hearing. The Cuunty is responsible fur pruvidiixy same at the county's cost. Yuu will probably want to discuss this issue with the County Attorney and include sumethixxy in your annual budget fur this i te~u. Tharxk you. Sincerely, umas W. Pollard 'PWP/ t Euclusure P.S. Also, I thick the Chau)ber of Couuaerce has some tapes oxx Americans with Disabilities Act. The Guide for Deaf and ` Hard of Hearing People Fottrth Edition Nations! Center for Law and Deafness • Gallaudet University Press • Washington, D.C. Fburth Edition 1992 Published by Calleudet Unisereity Prey Washington, DC 20002 C 1982, 1981, 1986, 1992 by Calleudet Univeroity All righu rexrved. No part of this book my be reproduced in sny form or by any method without permission in writing fmm the puhlieher. Published 1992 Printed in the United Slates of America Library o(Congnu Camfogmg-imPublirafwn Dam DuBaw, Sy. Ixgal rights :the guide for deaf and hard of hearing people :featuring the Americana wiN Diaabilitiee Act! /Netionel Center for Law end Deafness.-4th ed., updated and m p. em. Authoro. Sr DuBaw, Sarah Ceer, Karen Pellz Streuee. Rev ed. oL Legal rights of hearing-impaired people /National Center for Lew and the Deal. 3rd ed. 1986. Includes bibliographical references find indes. ISBN 1-56308-000-9 1. Deaf-Legal statue, laws. etc.-United Stelae. 2. Hearing impeircd-Legal statue. levee, etc.-United States. I. Geer, Snreh. D. Strauv, Karen Feltz. III. National Center for Isw and Deslnem IU.S.) IV. Legal rights of hearing-impaired people. V 71t1e. KF480.S.D41A3 1992 346.7301'3-dc20 (347.306131 91J4372 CIP The Netionel Center for Iaw end Deafness ie a public xrviu of Cdlsudet Univereily, 800 Florida Menus NE, Washington, DC 20002, telephone (2021651.53731~bice/I'DD). A U H O R S FOURTH EDR10N Sy DuBow Legal Director National Center for Law' and Deafness (A'CLD) J.D., George ~`ashington Unicersiri• Karen Peltz Strauss Staff Attorney, NCLn J.D., University of Penmchania Sarah Geer Staff Attorney, NCLD J.D., University of North Carolina PREVIOUS EDITIONS Sy DuBow Legal Director National Center for Law and the Deaf (NCLD) J.D., George Washington University Larry Goldberg U.S. Department of Health and Human Services Associate Legal Duector, NCLD, 1976-83 J.D., George Washington University Sarah Geer Staff Attorney, NCLD J.D., University of North Carolina Elaine Gardner Associate Legal Director, NCLD J.D., Georgetown University Andrew Penn Attorney Maryland Advocacy Unit for the DevelopmentallJ' Disabled Staff Attorney, NCLD, 1978-81 J.D., University of California, Berkeley Sheila Conlon Mentkow•aki NorCal Center on Deafness Staff Attorney, NCLD, 1981-88 J.D., Georgetown University Marc Charmatz Litigation Attorney National Association of the Deaf Legal Defense Fund J.D., Northwestern University ~r7' . ~ ., T •1 r° i ~ .//~. i1 i'i ~ ` Vt ~ }:~ ... ~:~ . :t~1; , jE` `:~ , C H A P T E R O N E Communicating with Deaf and Hard of Hearing People More than merely a barrier to sound perception, hearing loss is a barrier to communication and understanding. It is a major, chronic disability that affects one out of every sixteen Americans. One in every 100 Americans is profoundly deaf-unable to hear speech well enough to understand it.' The wide range of impair- ment, the variety of methods of communication, and differences in the age of onset of disability make it difficult to generalize about deaf and hard of hearing people. But certain facts are apparent. Deaf and hard of hearing people rely on information they can see. Some means of making communication visible is necessary to ensure that they are able to explain their needs effectively and understand what is eapected of them. With some auxiliary aid or accommodation and some sensitivity to their condition by those around, deaf and hard of hearing people can communicate and partici- pate fully and easily in most settings. Deaf and hard of hearing people have not received fair treatment from professional, social, and government service providers or from the courts and police. Some accommodation to the condition of hearing loss can make a critical difference in whether deaf and hard of hearing people receive services they need and to which they are entitled and whether they can participate satisfactorily in society. The material cost of such accommodation is mod- est in comparison with the gain realized. As we review the various methods that deaf and hard of hearing people use to communicate, one general rule to bear in mind is that each person has a preferred method, because he or she has spent a lifetime negotiating the problems that hearing loss imposes. Whatever method is natural for that person is the method that should always be used, preferably from the first moment of contact. SIGN LANGUAGE AND INTERPRETERS American Sign Language (ASL) is a visible language that is linguistically independent of English. Its signals are handshapes and movements that represent words, con- cepts, or letters of the English alphabet. Many deaf people use sign language rather than English as their primary mode of communication. For many deaf people it is a native language with rich cultural associations. An interpreter is a skilled professional who can trans- late the meaning of spoken words into sign language as the words are spoken and translate sign language mes- sages into correct English as they are signed. Interpreta- tion of written or spoken English into ASL requires a high degree of skill. It takes as much time and effort to learn sign language as any other language. At times a specialized interpreter must be used. For example, a person who is both deaf and visually impaired may need a specially trained deaf-blind interpreter. Some deaf people do not use sign language but require an "oral" interpreter who silently mouths the speaker's words to them. The oral interpreter is usually a person whom the deaf person finds easy to lipread and who knows how to substitute synonyms for words that are difficult to lipread. Another unusual situation occurs when the deaf person has rudimentary language skills or does not use conven- tional sign language. In this situation, another deaf per- son may have to provide interpretation into conventional sign language, which can then be interpreted into English by the regular interpreter. Qualified interpreters can be found through local and state chapters of the Registry of Interpreters for the Deaf IEGAI gIGNiS ENE GUIDE EOq OEAf ~Np HAgp Oc HEAgING VE OgtF (RID), a national professional organization that certifies interpreters in various skill specialties, including legal interpreting.2 Interpreters can also be located through local organizations of deaf people, the state association of the deaf, a state commission or agency for hearing-im- paired people, or schools for deaf children. In addition, deaf people may themselves suggest local interpreters. Professional offices and service agencies should develop their own lists of interpreters whom they know to be reliable and competent. Using the same interpreter regularly can enhance the quality of the communication, since an interpreter who is familiar with a speaker's vocal style and customary phrases will be able to interpret more effectively. The interpreter also can provide valuable assistance to service providers by advising them about effective use of an inter- preter and about other means of communicating with deaf people. While professional certification may be useful in evalu- ating the skills of an interpreter, the ultimate authority on an interpreter's qualifications should be the deaf per- son. An interpreter who cannot provide effective communi- cation to a deaf person in a particular situation cannot be considered qualified despite professional certification. COMMUNIC ATH7 hRN DEAE AYD HAPO OE NE aaING PEOPLE Interpreter Guidelines A professional interpreter should uphold the National Registry of Interpreters for the Deaf Code of Ethics, which carefuiiy defines the role of an interpreter. This code prohibits an interpreter Crom continuing in eny assignment if attempts to communicate are unsuccessful for either party. The following are guidelines for use of interpreters: . When talking, look at the deaf person, not the interpreter; speak directly to the person as iI the interpreter were not present. For example, say,'°I'he hearing will be on Tuesday," rather than,'"Ihll him that the hearing will be on Tuesday." The interpreter will sign exactly what is said. . Some deaf people will speak for themselves. Others will not speak, so the interpreter will say in English what the person signs. In both cases, respond by talking to the deaf person, not the interpreter. . The interpreter should be directly beside the speaker so that he or she is easily visible to the deaf person. . The interpreter should not be placed in shadows or in front of any source otbright light, such as a window. . No private conversation should occur with the interpreter or with anyone else in the deaf person a presence. The interpreter must interpret everything that is said in front of the deaf person. Any discussion of the deaf person's language or communication level should take place privately with the interpreter. Ask the deaf person, not the interpreter, if he or she understands what is being said. . Speak naturally end not too fast. Remember that names and some other words must be fmgerepelled and that this takes more time than signing. The interpreter will indicate whether it is necessary to Blow down. Awid jargon or other technical words with which the deaf person may be unfamiliar. !f possible, meet with the interpreter before the interview to discuss the beat way to interpret certain technical concepts into sign language without losing any of the meaning. . Make sure that the interpreter underetande the need for complete confidentiality. Do not allow the interpreter to discuss the deaf person a problems with the person or to give any advice about the problem. The interpreter's only role is to facilitate communication with the deaf person. IEGAI FIGHTS THE GV~DE iDA DE Ai AND NAPD OF "E 4PING PEDPIE Relying on amateurs w•ho may know some sign language is a frequent error. The ability to make or read a few signs or to fingerspell is no substitute for proficiency. Awell- meaning, beginning signer will usually not know sign language well enough to interpret or to communicate effectively with most deaf people. Many inexperienced interpreters do not sign in ASL but use signs borrowed from ASL in an English word order. They may frequently impose a completely incorrect En- glish meaning on a sign, such as using the sign for the adjective fine, meaning "good," to connote the noun fine, meaning "penalty." An unqualified interpreter might fingerspell words when he or she does not know a sign; but directly translated English idioms are rendered meaning- less in ASL. For example, a direct translation of the En- glish idiom have to would mean "possess" in ASL. COMMUNICA710N BARRIERS Problems of Notewriting Many deaf people rely on written notes W communicate with hearing people or to supplement other modes of communication. However, writing is not always effective or appropriate. A written conversation is tedious, cumber- some, and time-consuming. Written messages are fre- quently condensed. The writer omits much of the informa- tion that would otherwise be exchanged, so the deaf person does not get the same amount of detail that a hearing person would. Some deaf people are highly educated. Others are not. A common misconception is that deaf people compensate for their inability to hear by reading and writing. Many deaf people, especially those who lost their hearing before they learned to talk, have difficulty with written as well as spoken English. Data from a 1971 national survey of hearing-impaired students showed that reading compre- hension is the hearing-impaired person's most difficult. academic area. It is the area most severely affected by deafness.3 COMMUNICATING WITX DEAf A\D HARD Of NEARING PEOPLE Most people learn their native language by hearing it spoken around them from infancy. But a person who is born deaf or who loses the ability to hear when very young cannot learn English in this way. Therefore, despite nor- mal intelligence, a deaf person may have limited compe- tence in English. For such people, English is virtually a second language. They may have a limited English vocabu- lary and grammar, a condition that can lead to numerous misunderstandings. The extensive use of idioms in English also poses signifi- cant reading problems for deaf people. For example, the expression under arrest in the Miranda warnings (dis- cussed in chapter ten) would be puzzling to many deaf people because under to them means only "beneath."' For these reasons, written notes or materials will often be inadequate to achieve effective communication with a deaf person. The limitations of notewriting as a communi- cation method should be observed carefully to avoid mis- communication. Lipreading Comprehension A common misconception about deaf people is that they all read lips. Very few people can read lips well enough to understand speech, even under optimum conditions. Infor- mation collected during the 1972 National Census of the Deaf Population indicated that 21.4 percent of deaf adults who completed one or more years of senior high school considered their lipreading ability to be poor to nonexist- ent.s "In fact, even the best speechreaders in a one-to- one situation were found to understand only 26 percent of what was said [and many bright deaf individuals grasp less than 5 percent.."6 This low level of comprehension occurs because many English speech sounds are not visible on the mouth or lips. Certain spoken words or sounds create similar lip move- ments. The ambiguity of lipreading is demonstrated by the fact that the sounds of T, D, Z, S, and N all look identical on the lips. The words right, ride, and rise would be indis- IEGAI RIGHTS THE GUIDE FOR OE AE AHD NAgO OE HEARING PE OPIE tinguishable to a deaCperson, as would the sentences, "Do you have the time?" and "Do you have the dime?" The meaning of entire sentences can be lost because a key word is missed or misunderstood. When a deaf person does not understand a sentence, the speaker should repeat the thought using different words. The speaker should use gestures freely, for example, pointing to a wristwatch to indicate time. h4any factors hinder one's ability to lipread. Lipreading is difficult when • the speaker is in motion or not directly facing the lipreader; • the lips are obscured by hands, beards, or mustaches; • the speaker does not articulate carefully or has dis- torted speech; • the speaker has a regional or foreign accent; • the speaker is using technical or unfamiliar words; • the lipreader is not familiar with the language struc- tures and vocabulary of spoken English; • the speaker is not well-lighted; • the lipreader must look into a glare or light; • the lipreader has poor vision. Lipreading often supplements other modes of communi- cation, but it is seldom sufficient in itself to ensure effec- tive communication. Unless the deaf person indicates a preference for using only lipreading, it should not be relied upon extensively. Environmental Interferences Environmental factors often interfere with communication with a deaf person. The room should be adequately lighted, without glare. While profoundly deaf people will not be affected by background noises, they will be dis- tracted by a great deal oC background movement or changes in lighting. A person who uses a hearing aid or who has residual hearing may be seriously distracted by background noises. One should try to talk in a quiet glace, away from the noises of machinery, other conversations, and distractions. COMMUNICATING N'ITX DEAF AND NARD OF NEARING PEOPLE When talking to ahearing-impaired person, one should speak directly to the person without moving around, turning away, or looking down at papers or books. Speak naturally, without shouting or distorting normal mouth movements. Some deaf people have normal and intelligible speech. Others do not speak at sll. Early deafness interferes with language and speech acquisition. Many deaf people who can speak exhibit unusual tones, inflections, or modula- tions. Whether or not a deaf person uses speech is a matter of individual preference. DifTiculty in understanding a deaf person's voice can be relieved by listening without interruption for a while until the person's particular voice patterns become familiar. The phrases "deaf-mute" and "deaf and dumb" are considered by most deaf people to be insults and should not be used. COMMUNICATION DEVICES One frustration of deafness is the inability to use a conven- tional telephone. Hearing people rely heavily on the tele- phone and take it for granted in communicating with businesses, friends, government agencies, and emergency services. With new devices for deaf people coming into more frequent use, the telephone has become a means rather than a barrier to communication. A TDD (Telecommunication Device for the Deaf), or text telephone, is a machine with a typewriter keyboard con- nected by an acoustic coupler to a regular telephone. Two people with compatible equipment can have a typed con- versation over the telephone, enabling hearing- and speech-impaired people to have the same functional tele- phone sen•ice as other people. The devices are relatively inexpensi~~e and easy to use. If a professional, agency, or business office does not have a TDD, deaf people will not be able to get information, make appointments, or transact business by telephone. The office will be unable to contact deaf clients except by lEG<. NIGHLS THE GUIDE fOP DEni 4ND N4F0 OE HE•FING PE OYIE mail, resulting in frustrating delays, inefficient service, and lost business. The office should publicize the fact that its telephone is TDD-equipped and should indicate tlils fact in all telephone directory listings and on all an- nouncements, brochures, and letterheads. The TDD capa- bility is indicated by placing the letters "tTDD?" after the phone number or by "(Voice or TDD)" if both options are available. Other devices are available that adapt telephones to the COV V„Y .>nNG K'IiM pE>~ >HD H>FC C~ NE>FnC ~EOPIE individual needs ofhearing-impaired people. Amplifier switches can be added to telephone receivers. Telephones and other auditory systems--alarms, doorbells, or inhome buzzers--man be connected to a blinking light that alerts a hearing-impaired person. Many hearing aids are equipped with inductive coil "telephone switches." These hearing aids use electromagnetic leakage from compatible tele- phone receivers to transmit the message. If, in a job situa- tion, aperson using this kind of hearing aid is assigned to an incompatible telephone, a compatible model can be acquired at reasonable cost. Assistive Listening Systems Background noise and reverberation degrade intelligibility much faster for individuals who are deaf or hard of heaz- ing, whether they wear hearing aids or not. Thus, deaf and hard of hearing people are prevented from participating on equal terms with normal hearing people in larger assembly azeas that are not equipped with an assistive listening system. Even the best in sound systems technol- ogy combined with the best in hearing aid technology cannot solve the intelligibility problems faced by people who are deaf or hard of hearing. In recognition of this, requirements for installation of assistive listening devices in places of public accommodation were included in the Americans with Disabilities Act (ADA), which was signed into law in July of 1990. The purpose of an assistive listening system is to trans- mitthe sound as directly as possible to the deaf or hard of hearing person's ear. Such systems should not be con- fused with audio systems (e.g., PA systems) generally designed to enhance the sound quality for people without hearing aids. There are three basic wireless technologies available today that provide different methods of meeting the requirements: induction loop technology, FM broad- cast technology, and infrared light technology. No single technology is best for all applications. All three types of IEGAL AiGHiG ~-E GJiDE EOA OE4~ atD RsRp Of RE 4R~nG CEOPIE t0 assistive listening systems can be easily and successfully installed in new and old facilities alike, as long as their individual limitations are kept in mind. Induction Loop 7>'chnology Induction loop technology is based on electromagnetic transmission and has a unique advantage in that the signal is received directly by the user's hearing aid when it is equipped with a telecoil circuit or'"I"' switch. There is no need for an additional receiver, as is required by all other technologies. However, if the listener does not have a hearing aid equipped with a telecoil, or has no hearing aid at all, then induction receivers must be used. There are three types-a wand-like device, apocket-sized device with headphones, and a telecoil installed inside a plastic shell that looks like, but is not, a hearing aid. The first two are most common. FM Broadcast 7kchnology FM systems operate at FCC designated frequencies. Since each system may use its own broadcast frequency, several systems may operate simultaneously at one location without interfering with one another. However, unlike the loop system, the FM system requires a special receiver for each person, whether she or he has a hearing aid or not. Several options for coupling a hearing aid to an FM system are available. The most convenient for public places con- sists of either a neckloop or a silhouette inductor(s) that is used with the hearing aid's telernil circuit. In/'rared Light 7bchnology From a practical point of view, the infrared receiver sys- tem is in many ways similar in operation to the FM sys- tem. However, receivers must be in the line-of--sight of the emitter (transmitter); the signal can only be received inside the covered room. As with FM technology, each person, hearing aid wearer or not, must use a receiver. The options for coupling the infrared receiver to the hearing aid are the same as for FM systems. COMMUNICAi1NG W11N DE4i A\D NAgD Oi REAPING gEOPIE t~ The communication methods and the assistive listening s}~stems described above are the means of crossing and thus eliminating the communications barriers that sepa- rate deaf, hard of hearing, and hearing people from one another. NOTES 1. J. Schein and M. Delk, The Deaf Population of the United Stales (Silver Spring, Md.: National Association of the Deaf, 1974), p. 15. 2. The national office of the Registry of Interpreters for the Deaf is located at 8719 Colesville Road, Suite 310, Silver Spring, MD 20910. Trlephone (301)608-0050 (V/fDD). 3. Gallaudet College, Academic Achievement 7~st Results of a National 7~sting Program for Hearing-Impaired Students in the United Slates, Spring 1971 monograph. 4. hfary Furey, personal communication, June 1976. 5. Schein and Delk, Dea(Population, p. 63. 6. M. Vernon and E. Mindel, They Crow in Si:ence: The Deaf Child and His Family (Silver Spring, Md.: National Association of the Deaf, 1971), p. 96. if GAl RIGHTS: THE GUIDE iDR DEAi AND HARD Of HEARING PEDPEE 12 e~ /~ x . ~~~ ,~~~~.~ J, ~~~ ~ ~~~ Fbutth Edition 1942 Published by Gallaudet Uaivenity Press piaahiagton, DC 20002 ~F ~ ~,~ C!L[1. 7 ~~ C ~~"`(I ~~ ,~ 8~ ~ ~~ ~ ~~ ~ , t , ~, 1, ti t"'~ C- } ~~ O 1982, 1984, 1986,1992 by Gallaudet University All rights neerved. No part of Nis book may be reproduced in any form or by say method vviNout permission in writing from the publisher. Published 1992 Printed is Ne United States of America Library o(Congrcas Catotoging-ia-Publication Dana J ~_.. DuBaw,Sy. Legal rights : tue guide for deaf and hard of hearing people :featuring Ns Ameriraas with Disabilities Aetl /National Ceatar for Law sad Deafness-4N ed., rrpda4d sad rvrrr. p. ~. Authors. Sy DuBow, Sarah Geer, Bann Aeltz 9trauas. Pa.. ed of: Legal rights ofhearing-impaired people! Netioaal Center for Law sad Ne Deaf. Std ed. 1986. laeludee bibliognphica! nfetenees and index LS13N 156368.000.9 1. Dent-Legal statue, Iowa, ata-United 3tatea. 2. Hearing impaired-legal atatns,lawa, ats.-United 94tea. L Geer. Sarab. II. Stnuas, Korea Rltz III. National Center for Law sad DaaBtaaa (U.S.) IV. Legal tight othearing-impaired people. V Titla. RF480.6.D4L43 1992 546.7301'3-dc20 (347.30613) 91-44372 CIP ~,~~_ ,~ ~' ,G ~~ ~ The National Center for Law sad Deafness is a public eerviee of Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002, telephone(202)661-6373i~biea/TDD). J `~ lr' ~f ~i 7. ~n