Training Program Plan

Francesca Williams
May 30, 2016
AET 570
Gregory Dlabach

Hearing Parents with Deaf Children Training Program

Part I Training Program Description
This training program is designed for hearing parents who have or are expecting a deaf
child because 90% of deaf children are born to hearing parents. The hearing parents typically do
not know sign language and therefore are ill equipped to start communication with their infant
and / or toddler. The scope of the program is to educate parents and family members of deaf
culture and America Sign Language to build a strong communication environment for the deaf
child that is or will enter their families. Throughout this program you will learn how to use
American Sign Language, develop knowledge of and about sign language for you and your
family, and alternate language options for your child. The main objectives, to be completed by
the end of this program, will be to learn basic level sign language (including baby sign
language), relate well and little known facts about sign language, be equipped with resources on
other methods to adapt language for your deaf child.
This course will be a once a week for 2 months. There will be 2 classes per week on
Wednesday and Saturday. The 2 weekly classes will review the same material but this allows
flexibility for possibly working parents and / or expecting parents that have changing schedule
and unexpected happenings. There is also a virtual program available. If a week is missed you
must make it up with the instructor at a later date. One cannot complete the course without
attending all sessions. There will be minimal homework but regular quizzes and tests.
This course is uncommon in most parts of the United States. It is most common for
families to get medical advice that only suggest medical surgeries and treatments. Certain public
and private schools have resources too but it more geared toward school-aged children. If the
child has gotten to school age with improper communication skills this only sets them back.

Therefore this course will create an early step of child education so the child can be on track. It is
their ears that do not function, not their brains.
The commencement of the course will provide a safe haven and resource library for the
parents whom attended the program. The parents will feel better equipped to properly educate
their deaf child. The ultimate goal is to build happy families with their greatest potential to
appropriately educate their deaf child.

Part II Needs or Gap Analysis

The assessment discloses that the need for more local resources to families that are born
with deaf children is high. The public and private schools are not doing or providing enough
early support to families, leaving their children delayed in their learning. The average family is
not even aware that this need is so dire that some families move to districts that are more
accommodating. This program is available online to allow parents to easily learn and
communicate with other parents in similar situations and the instructor of the course.
A questionnaire will be given before entering the course to best assess the existing
knowledge of the persons who will be taking the course. This questionnaire is only available
online as it will be before the course begins. Also before the course begins there will be closed
interview with only on person at a time, even if they are of the same family. This will allow the
instructor more gap analysis as well as create a personal bond with each trainee. There will also
be family interviews completed. This brings to the surface all of them individual and group
personalities. There is a slight difference in communication and role-playing when alone or with
a partner. The trainees that will take the courses online will Since the course is for expecting and
current parents with deaf children this will allow a group session, or conversation, to be diverse

in the questions, concerns and answers that will be on the first day. Throughout the course these
group sessions will serve to lessen the gap in understanding. (Caffarella, 2002)

Part III - Budget

Personnel

$40k for instructors

Fringe Benefits

N/A

External Staff

Volunteers

Materials

$2,000

Technical Support

$40 K for technical support employees

Equipment

All donation

Travel

Covered by grant

Facilities

Free of cost by community centers

Supplies

$300 per 2 month training

Donations

School supplies and facility

Participant fees

$100 per family (payment plan available)

Grants
Government

From persons with disability center. Covers

all related travel reported with full proof
$20,000

Miscellaneous

$1000

Part IV- Staffing Plan

Program Planner (2 positions available)
The Program Planner is an enthusiastic professional with the ability to connect with
families on a personal level. Program Planner gathers ideas for programs, conducts needs
assessments, sets program priorities, develops program objectives, plans transfer of learning

activities, seeks funding, and prepares budgets and marketing plans. Program planner is
responsible for all aspects of the planning process. This position will function as the point of
contact for assigned professional referral sources. The overall responsibility of the Program
Planner is to initiate all programs for the pilot course. Must have 2 years of program planning
experience. This is a full time position.

Program Coordinator (4 positions available)

The Program Coordinator is a passionate professional with the ability to connect with
families on a personal level. Program Coordinator coordinates specific program events and
ensures that all logistical details are taken care of. Some of the tasks include arranging facilities,
registering participants, handling all problems that arise before, during, and after the program,
and monitoring on-site and online programs. Also may be required to negotiate and have deeper
knowledge of resources. The overall responsibility of the Program Coordinator is to make final
arrangements for the courses. Must have 2 years of program coordination experience and
Bachelors Degree. This is a full time position.

Technical Support Agent (3 positions available)

The Technical Support Agent is an eager professional with the ability to connect with
families and staff on their level of technical understanding. Technical Support Agent assists the
other staff and families with ideas and suggestions related to which office technology and online
tools could be used, including how to make programs interactive. In addition, they also need to
train other staff members in how to use the tools effectively, by updating these tools periodically
and by offering support during the programs to ensure a smooth flow to the program. Must have

2 years of technical support experience and Bachelors Degree. This is a full time position.

Intern/Volunteer (limited to 5 positions available)

The Intern/Volunteer is a friendly professional with the ability to connect with families
and staff. Intern/Volunteer assists the other staff with their daily jobs. An Intern/Volunteer that
reviews a full course will be made an honorary member and can complete necessary hours if
needed for an outside entity. No experience needed. This is a part time position.

Part V- Stakeholders and Goals

Stakeholders
Families
Deaf Community
Employees
Federal Government
Public Schools

Part VI- Communication Plan

Logo:

Partnership goal

Ways to build support

To learn as much as possible

for the sake of their child.
Support and assist with
resources for the families.
Create trust and liability in
order to have effective
outcomes.
Provide funding in order to
produce the highest
functioning program possible.
Make deaf education
programs more widely
accessible.

Keep open dialogue about

their fears
Raise awareness and make the
families feel comfortable.
Be a team player at all times.
Share the good that the
program has done for the
nation.
Integrate student diversity,
including deaf children, in the
classroom and student body.

Slogan: Connecting Families by the Palms of their Hands

Fact Sheet:
Fact 1: Sign language is the fourth most-used language in the US.
Fact 2: Deaf History Month is observed from March 13th to April 15th every year.
Fact 3: There are hundreds of sign language dialects in use around the world. Each culture has
developed its own form of sign language to be compatible with the language spoken in that
country.
Fact 4: A form of ASL has been used in the U.S. for over two hundred years.
Fact 5: In the United States, many people with hearing impairments communicate by using
American Sign Language, also known as ASL. ASL combines hand signs, gestures, and facial
expressions to create words and sentences. As many as 500,000 people in the U.S. communicate
using ASL. Not all ASL users are hearing impaired. Some are family members, friends, or
teachers of people with hearing impairments.
Fact 6: You might think that modern-day ASL originated in England, but it did not. It came from
France. England has its own version of sign language that is very different from ASL. An
American who only knows ASL will have a hard time communicating with someone from
England who only knows Modern British Sign Language. But a person using ASL has a good
chance of being able to communicate with a person using French Sign Language - even if they
don't speak French!
Fact 7: People with hearing impairments have been using signed languages for a very long time.

In the 18th century in France, some people did not think children with hearing impairments
should go to school. They thought that since they could not speak or hear, they would be unable
to learn. A man with a hearing impairment named Pierre Desloges believed these people were
wrong. He wrote a book that described the signed language used by people with hearing
impairments in Paris. This book helped to change the minds of many people. Soon there were
schools in France for children with hearing impairments.
Fact 8: Ludvig van Beethoven was a German composer and pianist. He started going deaf at the
age of 28 and by age 49 he could no longer hear. He continued to get worse but went on
composing music. Beethoven died in 1857 when he was 57 years old.
Fact 9: There are hundreds of sign language dialects in use around the world. Each culture has
developed its own form of sign language to be compatible with the language spoken in that
country.
Fact 10: Babies can communicate physically 6-8 months prior to communicate verbally. (ASL,
2013)
Benefits of Training Program
Empowering families that may be lost or have given up hope because
no one had
helped them on their unfamiliar journey of deafness.
Having a tangible and virtual library of resources.
A new family in our staff and families
Bring awareness about deaf people. Start a cycle to rid of audism.
The course is set and previously explained. Anything is negotiable
upon personal
circumstances.

Promotional channels and materials include college campuses, local high schools, schools
for the deaf, and YouTube channel. Many college campuses already have American Sign
Language classes, interpreter programs, or deaf students. We will hold discussion tables and
small programs that entertain and bring awareness. Local high schools and schools for the deaf
are good avenues because youth are the future and this level of student is on the brink of being
adult learners. They will be the next generation parents and this knowledge will lead them to
prevent audism and ignorance of deaf culture. YouTube is an excellent outlet that has the option
to be shared on many social medias. This will allow interesting material to possibly go viral or
just shared a few times. All exposure is a step in the right direction.
Part VII- Program Evaluation
The purpose of the evaluation is to confirm that the parents are learning and gaining
awareness about deafness and the resources available to them. The results will be evaluated and
used to improve the training. Feedback is essential to have a positive impact on adult learning.
The course instructors are responsible for the evaluations as they are the ones who have taught
the material. (Brinkerhoff, 2008)
The metrics to be evaluated are:
positive or negative feedback
information retention of families
will the parents be able to implement ASL in their home?
program cost efficiency

A summative evaluation will take place at the end of the training. The instructors will
do a summative evaluation after the training to evaluate the positive or negative feedback,
information retention of families, program cost efficiency, and if the parents be able to
implement ASL in their home? Surveys and observations will also be used in the evaluation
throughout and at the end of the course.

References
ASL. (2013). ASL Association Fun Facts. Retrieved from:
http://www.byui.edu/associations/asl/asl-fun-facts
Brinkerhoff, R. O., & Mooney, T. P. (2008). Chapter 30: Level 3: Evaluation ASTD handbook for
workplace learning professionals. Alexandria, VA: ASTD Press.
Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators,
trainers, and staff developers. San Francisco: Jossey-Bass.
Estep, T. (2008). Section I: Learning in the workplace - chapter 1: The
evolution of
the training profession. Retrieved from:
http://search.proquest.com/docview/896136449?accountid=35812