Thomas K. Holcomb is Professor of Deaf Studies at Ohlone College in Fremont, California where he teaches courses related to Deaf Culture to both deaf and hearing students. Previously, he taught at San Jose State University and National Technical Institute for the Deaf at Rochester Institute of Technology. Find out more about Dr. Holcomb.
Mr. Williams is the Director for Deaf Services with the South Carolina Department of Mental Health. He received his B.S.W. from the Rochester Institute of Technology, his M.S.W., specializing in community mental health, from the University of Illinois and is currently a doctoral candidate at the University of South Carolina, College of Social Work. Mr. Williams is a S.C. Licensed Master Social Worker and holds an RID Certificate of Transliteration and an SCAD/NAD IAP Level 5 and has been recognized at the state and national level for his leadership in mental health services within the Deaf community.
Session 2 Video
Discussion Questions for Section 2 Cohort:
Here are a few questions for subsequent conversation:
1) What are the different ways people have thought about the relationship between language and thought?
2) When does language start?
3) Do hearing and deaf children learn language at the same rate? Why or Why not?
4) What advantages does fluency in spoken language provide to children?
5) What percentage of deaf children develop speech skills sufficient for full educational access?
6) What does the research tell us about cochlear implants?
7) What do we know works for children?
8) What is the difference between disfluency and dysfluency?
9) What is a language disorder and what are the causes?
Additional information on this topic:
Gournaris, M. J., Hamerdinger, S., & Williams, R. C. (2010). Promising practices of statewide mental health models serving consumers who are deaf: How to advocate for your model in your home state. JADARA, 43(3), 152-182.
Gournaris, M. J., Hamerdinger, S., & Williams, R. C. (2012). Creating a culturally affirmative continuum of mental health services: The experience of three states. In N. Glickman (Ed.) Deaf Mental Health Care. New York, NY. Routledge.
How Deaf Children Learn: What Parents and Teachers Need to Know by Marc Marschark, Peter C. Hauser
In this third in the series of three videos, Dr. Glickman presents information about deaf individuals that can and does impact providing counseling services to this population. He covers a number of issues including language deprivation, appropriate communication supports, development and others. He also provides some very specific information and suggestions for working with this population in the counseling setting.
Session 3 Video
Discussion questions for Session 3 Cohort:
What are some of the differences of working with people who use a different language compared with working with people who have limited language?
Have you had experiences that cause you to identify with the stories of Patrick, Omar and Robert? And, what specific challenges have you faced as a result?
What are some of the specific characteristics seen in individuals with language deprivation and how do they affect their behavior and a professionals ability to help them navigate difficulties?
What are some of the communication supports that may be necessary to help clients with language deprivation, and what experiences have you had (or imagine you would have) in using or obtaining these supports when they are needed?
What are some of the specific techniques or strategies that Dr. Glickman shared that stood out to you and how do you imagine they might be helpful to the youth you work with?
What are some ways we can use the information presented in these three sessions to better serve the youth that we work with as well as support our colleagues in doing so?