ROUGHLY EDITED COPY 

CENTER ON VICTIMIZATION AND SAFETY 
VERA INSTITUTE OF JUSTICE 
JUSTICE FOR PEOPLE WITH DISABILITIES WEBINARS 
MAY 9, 2017, 1:30 P.M. 

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>> Good afternoon, everyone, this is Ashley Brompton with theVera Institute of Justice. 
The webinar will begin in 5 minutes.At 2:00 p.m.
If you have a question or need any assistance, please send us a message in the Q&A pod to the right of the PowerPoint.
Also, if you would like to download a copy of the PowerPoint, you can do so by clicking on the file in the Webinar Materials box a nd then clicking "download file". 

>> Again, we will be starting in just a few minutes. If you have any questions, you can go ahead and type them in the Q&A box and myself or someone else at CVS will respond. 

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>> Good afternoon, everyone!
Thank you for joining our webinar today.
I'm Ashley Brompton with the Center for Victimization and Safetyat the Vera Institute of Justice. 
I would like to welcome you to today's webinar where we will bediscussing best practices for law enforcement when working withDeaf survivors and survivors with intellectual and developmentaldisabilities. 
We are pleased to bring you this as part of our 2017 End Abuse ofPeople with Disabilities webinar series.
We have just a few quick logistical items to go over before webegin today.
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separate but separate presentations and we are holding all 


questions to the very end when I open it up for questions. If 
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Select the document and click the Download File button. 
We will be recording today's webinar. A link to the recording, aswell as the PowerPoint, will be emailed to all participantsfollowing the webinar.
Let's begin.
Some of the first people that a survivor will come into contactwith are law enforcement officers and the victims service 
providers who work within law enforcement agencies.
This webinar, Promoting Accessibility and Accountability: LawEnforcement and Survivors with Disabilities and Deaf Survivors,
will focus on the unique barriers faced by Deaf survivors andsurvivors with intellectual and developmental disabilities aswell as best practices for law enforcement agencies as they servethese populations.
The first presenter is Keys 4 Deaf Access, an Office of ViolenceAgainst Women Disability Grant Program continuation grantee.
The project has four partners working together on this grant:
Cleveland Speech and Hearing Center (CHSC), Cleveland Rape CrisisCenter (CRCC), Cleveland Division of Police (CDP), and DVCAC.
The mission of Keys 4 Deaf Access is to break down the barrierswith law enforcement and first responders as well as increaseawareness of the Deaf community within Cuyahoga County(Cleveland), Ohio.
There are three collaboration members assisting with theirpresentation today. I will briefly introduce them.
Aileen Vasquez is the Project Coordinator for Keys 4 Deaf Access.
Aileen has a Masters in Social Work from Indiana University ofSocial Work and a Bachelor's Degree in Public Health Education.
She has had over twenty years of experience in the field ofproviding direct social services to the Deaf community.
Being a lifetime advocate for civil rights for the Deaf peoplehas provided Aileen an insight of the depth of barriers andcreative solutions to bring about an awareness for victims andsurvivors of crimes. 
Samantha Taylor works at the Community Center for the Deaf andHard of Hearing at Cleveland Hearing and Speech Center (CHSC) asthe Community Outreach and Project Coordinator. 


Upon completion of her undergraduate studies at Ohio Universityin Hearing, Speech, and Language Sciences, she discovered hertrue passion in the Deaf community and its culture.
Samantha joined the Keys 4 Deaf Access continuation grant teamand eagerly began the necessary training to become a domesticviolence advocate. 
Her 40 hour advocate training was approved through the Office onViolence Against Woman, and in collaboration with VERA, DeafHope,
Ignite, and Abused Deaf Women's Advocacy Services (ADWAS).
Samantha is currently working towards her Master's inOrganizational Leadership at Malone University, and looks forwardto continuing her journey as an ally to the Deaf community.
Sandra Hatibovic works as the Community Outreach Specialist atthe Community Center for the Deaf and Hard of Hearing atCleveland Hearing and Speech Center (CHSC).
Sandra's position with the Keys 4 Access is in collaboration toprovide direct advocacy services for Deaf survivors of domesticviolence and/or sexual assault.
Sandra received her Bachelor's degree in Education, Health, andHuman Services from Kent State University.
Sandra is a registered advocate with Ohio Domestic ViolenceNetwork and has received her specialized Domestic Violencetraining as a Deaf advocate from Abused Deaf Women's AdvocacyServices (ADWAS) in Seattle, WA.
The second half of the webinar today will feature Leigh AnnDavis. 
With almost 20 years of experience in the intellectual and/ordevelopmental disability and criminal justice fields, Leigh Annworked with both disability and criminal justice professionalsand agencies, as well as self-advocates, to build stronger linesof open communication and understanding between these two worlds.
She has authored numerous publications, including curricula,
scholarly articles, fact sheets and brochures on a broad array oftopics (including victims, offenders/suspects, death penalty,
victims with FASD) and presented at state, national andinternational conferences to enlighten others about the uniqueissues faced by people with I/DD in the criminal justice system.
Ms. Davis serves as The Arc's subject matter expert related tocriminal justice issues, heading The Arc's National Center onCriminal Justice and Disability, and is a consultant for otheragencies and organizations, including Vera.
Thank you for being with us today and I will now turn thepresentation over to you, Keys 4 Deaf Access.A programming note,
some of the presenters at KEYS 4 Deaf Access will be signing andthe interpreter will be providing voice services. Some the 


others will be speaking and the interpreter will be interpreting.
I now turn it over to you, Aileen and team. 

>> Thank you. This is Aileen. Okay, hello. Again, my name isAileen. This is my name sign. Aileen -- Aileen Vasquez. Hi 
there. My name is sand Sandra Hatibovic. This is my name sign.
>> And my name is Samantha Taylor and I will be voicing for thepresentation. 

>> Okay, here is the agenda for today. The things we will bediscussing. Why deaf people have a more likely -- of becomingvictims and law enforcement interactions. What are the barriers 
for deaf survivors when they face interacting with lawenforcement. How does the Americans with disability act or ADAcover deaf survives and what solutions can we look at? General 
recommendations and different tips and also we will talk aboutthe Deaf access work with the police -- well, it's CPD. So 
Cleveland division of police. 

Okay, created a collaboration with four different agencieshere. DVCAC, the Cleveland division of police. CHC-- CHSC and 
also CRCC. This is a key slide here. And again it's going to becommunication. No communication access and any struggles withthat will mean that safety is a fail. It won't work. You have 
to have access to communication and access to these groups tohave different safety. 

Looking at this by a victim and looking at the abuser andreabuse and then becoming a victim by the system as illustratedhere. Typically where there is fear and speaking with policeofficers, law enforcement, hospital staff or really social work,
you know again, there is a fear of communication, of interacting.
Miscommunication, feeling not clear, not sure, how to approach --
again a fear that happens and how to go forward. There is not a 
familiarity with this system itself. Not knowing what otherrights, what rights do they have. Again, just not knowing any ofthat and occasionally they had access, however, the of Deafindividual is not clear and does not know they have a right thatthey have access that they -- there are requirements to makethings better for accessibility reasons. Again, many people arenot -- don't know about that at all. They are in the dark aboutthat system and they don't know their rights. Moving on,
typically Deaf people with the likelihood of trying to determinemyself about asking any other people for assistance. They feellike I can figure it out myself and I don't want to go to help 


for anybody else. There is a fear. There is the idea of not 
wanting to ask for assistant or help or asking for opinions.
Trying to figure out what to do all by myself. Not confrontingit and not getting help from anybody else and it becomes kind ofa -- the victim really is an issue for them. 

Let's look at barriers to communication access. First of 
all written materials. It's very limiting. Deaf people wouldlike to use plain language in doing some again, most of thebrochures, advertisements, information pieces tend to be writtenat a Fourth Grade level and above. For Deaf individuals,
sometimes reading is not understood as clearly. They are not onpar because it's not their first language. Again, the languagebarriers exist but for Deaf people reading needs to be writtenmore plain language making it more understandable. With the 
variety of advertisements, brochures, explanation pieces, anysort of help articles that may be out there, it could be overDeaf people's heads to understand what's being said. The next 
piece is looking on the legal documentation. Looking at filing arestraining order or protection order or what have you. Again,
not sure what to do with the legalese that's in thatdocumentation is overwhelming. So oven times they don't want toor don't understand it there are a lot of questions that theyhave and they don't understand reading that over so it makes itmore difficult to fill out that order so typically it will beforgotten all together with not understanding it. 

Typically again when it comes to lip reading, there isunderstanding of lip reading is not accurate. It's not 100%. 
Often as a less percent of lip reading overall. It's difficult 
to understand what's being said and not always accurate ortypically they are taking a look at written notes. Remember,
deaf people prefer plain language and so general public and otherpeople who are asking for help may have an harder timeunderstanding the victims, survivors, what they are trying to 
say. The written language may be limited simplistic. Again, wewant to hear more information, expanding upon that but it's verydifficult to get that understanding across. 

The next point listed here, related to interpretingservices. Again, some people don't have a good understanding ofdomestic violence or secretarial assault for interpreters. Theyare learning the language or knowledge is limited. It's verybasic but nothing in-depth. And secondarily, there is the ideaof their terminology. Some interpreters just struggle with that. 


There is not a clear understanding of the terminology in thisfield. And occasionally interpreters are not always ready to go,
if you will. You have to wait on the interpreter or call theagency and again there is other devices have to be used toconnect. It's not always a ready available thing and you have towait and there is a delay. 

Okay, let's look at the unique barriers for safetyconsiderations for deaf victims and survivors. As I mentioned 
previously, deaf people may not have a knowledge about domesticviolence, sexual assault issues. Not sure what that means. 
What's DVSA? They think this is the norm. There is no in-depthinformation or knowledge like they their hearing counterpartsmight be able to pick up information by various advertisements,
radio, television, et cetera. Deaf people have more limitedinformation this that regard. Less of that. 

Again, the tendency to be more look agent domestic violencesexual assault is a high prevalence of that that happens in theDeaf community. And there is typically idea of being raised withtrauma. Again, from other relationships or other seeing otherthings that's growing up. Accustomed to it. An idea of gettingby with access, not having access, using any services. Again ifyou don't have a phone device or if you look at video phoneaccess, where do I go? How do I communicate? There is less 
access to asking for help and assistance. Occasionally theabuser may take the videophone or texting device or SmartPhoneaway from that person so there is no way to contact anybody noaccess for help there is no way to connect to anybody. Again,
that's a big limitation. Again, there is a concern of children,
valuing the children, kids or family. They don't want to leavebecause again they want to stay with this for the family sake andfor the children's sake and that's another point to be made. 

They feel like it's okay. As for the abuse is okay. For 
example, maybe a person will throw a book and hit the person inthe head. Oh, the reason I did that they are trying to get myattention. But in actuality that's not okay. Tapping theshoulder nicely is a preferred way. It's okay to throw somethingto hurt me, twist my arm that wasn't a hurt. I was trying to getmy attention and so the idea is that the Deaf survivor or victimtypically thinks it's okay This is my norm. This is a normal 
thing to have happened. I hurting to get attention and that'snot okay. 


 There is a fear to independently manage life on their own.
Typically they have been raised in a depend the environment.
When leaving that environment and domestic violence that mayoccur, they can't -- again, depending on self to find employmentor find housing. There is a fear. And typically they are soaccustomed to relying on something. The idea of independence isdifficult for them to be fully independent because there is anaccustomed of being raised that way. P hearing people have --
and hearing people have more power a power control issue that'shappening. A lot that can happen to the Deaf individual. I can 
communicate. Don't worry about it. I will tell you later. I 
will speak for you. Most police officers will likely use thehearing person that might be there because again it's accessiblefor easy communication rather than waiting for the person orgoing back and forth with the survivor or the victim. The idea 
to look to the hearing person and say this is easy to communicateand now the power has been shifted to that person. Again, lookagent society, an issue of societal issues with the Deafcommunity. Deaf people, they are limited in knowledge. Maybethey are dumb. Again, they don't know what they are doing.
There is a stigma attached. This is a tenancy to looking down. 

The Deaf community is very, very small. Almost like a 
family, if you will. And if I'm a survivor who wants to explainmy story, my domestic violence issue there is a issue of gossiphappening. It will be accusation back to me as a survivor. 
Again it's a family and a lot of values and connectiveness but itcould hurt that situation most survivors are afraid to mention it 
to another Deaf person because there is fear that they will begossipping occurring or any retribution you don't want that tohappen. I will move on now to the next presenter. 

>> Roughly 25% of Americans say they have a great deal ofconfidence with the police. That's making 75% of Americans notconfident. When we add the communication barriers that was 
previously discussed as barriers for victims in particular, wehave a higher frequency of deaf and hard-of-hearing victimsreporting misunderstanding with law enforcement given thecircumstances helping to educate the rights of the Deaf hascollected a log of 44 Deaf and hard-of-hearing people of died orsuffered from these counters with law enforcement. Obviouslythere is mistrust is unacceptable and it's creating a biggerconflict within the Deaf community. Now we have these 
communications barriers in effect and we are looking atstatistics -



>> I'm sorry to interrupt. Is there anyway you can speak up alittle bit. We are having some people who are having a hard timehearing you. Thank you. 

>> This is better? 

>> A little bit louder. 

>> You want me to start from the beginning? 

>> Yes, please. That would be great and we can hear you now.
Thank you. 

>> Looking at the mistrust in law enforcement, I'm going to giveyou statistics. Roughly e25% of Americans say they have a greatdeal of confidence with law enforcement. That's making roughly75% not having confidence with law enforcement. When we add in 
the communication barrier that a previously been discussed bySandra, you can see why this greater frequency ofmisunderstanding with the police begins to occur. Because of 
this, H.E.A.R.D. standing for helping educate to advance therights of Deaf, started checking a log of 44 Deaf andhard-of-hearing individuals that have either died or sufferedfrom severe injuries from the police. As you can see this is ahuge dilemma for Deaf culture and the Deaf community. When youcreate this type of mistrust with the law enforcement there is agreater hesitation to access services and when you add thiscommunication in accessibility there is less likely going towardthe police when they need assistance. 

Due to this understanding of mistrust with law enforcement.

H.E.A.R.D. collaborated with Marlee Matlin and the American with 
civil liberties union. To create a video to educate the Deaf 
community about interacting with law enforcement a huge mistrustand many of you have seen in the news there was an incident inNorth Carolina where a Deaf victim was shot because of his lack 
of communication access and the lack of training done with policeas well. So when you start looking into that, we need to figureout what makes it accessible. What makes accessible 
communication and how can we connect with the Deaf commune in an 
accessible realm. H.E.A.R.D., Marlee Matlin and ACLU did awonderful job to create the videos that reached out to the deafcommunity and get them responsive in a way that let them becomeeducated and feel more comfortable and engaging with the police. 

 From that, another way to kind of overcome this barrier isusing social media as an avenue. Blogs are a huge thing withinthe Deaf community. It's easier to access communication. It's 
easier to communicate in their native language. It's importantto understand that English is not the native language of Deaf andhard-of-hearing individuals. And also to understand that while 
many people view sign language as English, it's not and has anentirely word form. It creates a lack of awareness culturally.
Especially with law enforcement in the Deaf community. So with 
that I will leave you guys with founder of H.E.A.R.D.'s quote.
Deaf wrongful convictions often begin when police officers failto ensure that communication is effective pursuant to federaldisability rights laws. 

>> Okay, I would like to talk about the idea of identifying waysthat are able to build trust and collaboration within the Deaf 
community and the police. Law enforcement. Keys for Deaf 
access. We have done some research and assessments and looked at 
in August of 2013, we had discussions defined and make sure thatwe had equity with our hearing counterparts in collaboration withthe police and law enforcement with the Deaf and heard of hearing 
group. And to really see what the opinion is to how to bestpartner. The survey was to 131 participates. And we did 18 
focus groups having these conversations and asking questions. We 
did 14 interviews with people who are able to participate inthese groups. We have huge number of police involvement in this 
survey. How many people are involved, we had 68 police officersinvolved. We also involved the board from CHSC and also DVCAC to 
really make sure that we were involving all participants. 

What came up were four key pieces. Four big barriers. The 
first one is many felt not able to communicate effectively witheach other. Hearing and Deaf, both sides. The second staff and 
leadership felt there wasn't much knowledge about Deaf culture,
ASL and how to appropriately respond when in the field or incourt. Many felt they needed to have a better safe and welcomingand accessible environment to access different agencies. For 
example, CRC, DVAC, VHC and the law enforcement to make sure theyare able to access all of these different agencies. Many Deafpeople felt they didn't have a sufficient resources, there wasn'tsufficient services available and for the law enforcement felt 
the same way. 

Also additionally there are other issues identified. For 


example, the top two issues were that law enforcement felt thereneeded to be more training how to interact with Deaf andhard-of-hearing community members. And also Deaf specific safetyissues and they need to be more knowledge on this. For example,
again looking someone in the face. Making sure that they areable to communicate effectively. Not focusing on the hearingindividual. Focusing on the Deaf person there. Also making surethat there is adequate information -- in the right area for thespace. Also making sure there is access to interpreting servicesor written notes or whatever the case might be and whatever thatpreference of that person was. Some officers said that theywanted to know what the difference was between working with theDeaf and also people who have, you know other challenges. Mental 
illnesses. Many police officers didn't want to -- again, waitfor the interpreter to arrive is another issue. The thought wasidentifying a way in how to make sure that they had faster accessto communication. So one example is using video remoteinterpreter or VRI and I will explain that to you next. Identifythe idea on the survey stating that it's important to is anattitude. If it starts from the beginning that the Deaf personfeels that there is a bad attitude from the law enforcement 
officer and first responders that will set the tone for theentire interaction and that process. It's really important isattitude being positive looking forward to interaction betweenthe police and the individual. 

Talking now about ADA of Americans with Disabilities Actand deaf survivors. Recommended that law enforcement would ask 
the Deaf and hard-of-hearing individual what is the preferredmethod. Do you prefer interpreter? Prefer written notes? Do 
you prefer lip reading? It's up to the individual to choose andinform. There are different ways of communication and differentpreferences. Again, the individual might say I want aninterpreter. They could say please get an interpreter and theywould need to follow suit. If for any reason at that time theyfelt there is a long extended wait for the interpreter, theycould use video remote interpreter or VRI for that time period ifthere was a time constraint to move things forward if you are inthe actual station, the police station doing an interview or intoa hospital, if the Deaf person says no, I don't want Video RemoteInterpreting you need to respect that person's wishes or theperson says no, no, I don't want to have an interpreter. Again,
respecting the wishes of the written note depending on thatperson's preference. 


 These are variety of auxiliary aids and services. Written 
notes. A qualified lane language interpreter -- qualified signlanguage interpreter. Tactile for Deaf blind. Realtime 
captioning. Again, written notes back and forth and occasionallyif -- for an example let's say you are through a shelter.
Occasionally you will have exposure to a variety of pieces ofinformation that can give you sort of a written note here. You 
can have a script or give it over to them or and interpreter tosign and explain the written note for them. 

Again, with the idea of the collaboration with keys and theCleveland law enforcement division, it's recognizing the need toprovide immediate access to communicate and interact with Deafindividuals so the choice was that they used a VRI. Video remote 
interpreter. And that will provide instant and effectivecommunication access with Deaf individuals on that moment. So we 
decided to CPD and the general police department wanted to makesure that they followed at making sure to be able to provide areasonable accommodations and following the wishes of theindividual and add to make sure that they brought an iPad on sitewhen working with dispatch. And then they would tell the policeon the way that, please, bring the iPad so that way they cancommunicate with the office in charge, the officer in chargewould bring that iPad out. We had purchased ten ipads to bedistributed amongst the five different districts. And also the 
headquarters for the police department. We provided that to thefamily justice center as well and also to the DVAC office andprovided it for the shelter and also the visitor center for thesupervisor to share with parents and children who would go andvisit. Also purchasing one additional unit for CRCC and theirfacility. 

We bought VRI minutes for each iPad and that way all ofthem had access and were able to use a time without havingrunning on minutes for interpreting services. So again lookingat VRI, looking at what that is, it's a pretty straightforwardexplanation of the service that provides through relay, however,
it's not traditional relay. It's VRI or Video Remote 
Interpreting using that interpreter. And that would assist to 
facilitate communication between the Deaf individual and the 
hearing person that's instant and can provide that communication.
You can connected to a agent and then the agent will be on theiPad on site and then you can then use that iPad to communicateback and forth between the Deaf person and the police officerlistening and watching the sign language interpreter. It's not 


advised to use VRI with people who can't see well. Can't see the 
screen so for example Deaf blind, that would be an issue to getonset interpreter or live interpreter. Second issue is let's sayfor example in a hospital setting if someone is laying down orcan't see the screen, that's not recommended for use thereeither. Or for example if again you are in another -- maybe youcan't bring it to another county so depends on how fast you canget through this. Again, it's recommended for quick interactionif you are waiting and waiting and it's not recommended for usewith a live interpreter. VRI is an option for a long wait timefor a short quick ten, 15 minute communication access. If youwanted to have more information on that, you can click on thislink on our PowerPoint and bring you to see more informationabout VRI. 

Okay, best practices for law enforcement with VRI. Again,
a sign -- assign a point of contact that was able to make surethat they can check on the iPad on a monthly basis, making sureeverything is working. It's in good order and no repairs neededand make sure there are sufficient VIR minutes available on those 
devices and make sure that they are all have training andretraining and we do that every six months there are ideas ofturnover, replacement people. Making sure everyone is up to dateon that training. Also making sure that OIC, the officer incharge, would daily charge the iPad units making sure they areready to go when they are needed. And then again talking todispatchers about the process with VIR. Explain to the policeofficer who might be confused because they don't remember how touse it, how it's done. They can explain that and provideadditional information about the actual process with VRI.

 It's very important to note that you can let the dispatchercan let the police officer know the specific information. So 
they are ready to go for that -- that there was a Deaf person inthe house or a Deaf person on site. Also case patchers --
dispatcher should have a list of the agencies to provide that tothe police officer to assist in calling for interpreter services.
If it was at the station or at the hospital already or any otherfacility they are going to. 

So suggest again, general points of interest here inworking with law enforcement, police officers and the Deafcommunity. Maintaining the practice with law enforcement andtraining. Making sure you integrate that, so for example withDAVC we provide training to the police officers here and there 


and one time and making sure that we are able to go ahead andschedule that in. And specific information about the Deafcommunity, about Deaf culture and that will then be put in at thesame time so it's not just this isolated special training butexposure over and over again working through that system aboutthe Deaf community and what's available and who they are outthere. 

Again, going into the police station, having signage,
stating that yes an interpreter is available with a sign languagelogo showing that hand shake. And going to the DVAC and theywill see that an interpreter is available for use and then Deafpeople coming in and nervous seeing that sign can be -- great, Ican ask for an interpreter for communication access. Make suringthat websites provide an interpreter information on theinterpreting services. And information about in that area 
resources, agencies, et cetera and those are available.

 And making sure that you have plain language available sopeople can understand that English or have an interpreteravailable to sign that document to the individual. And also 
making sure that your videos, Vlogs, training materials on-linepieces or anything that captioning is an accessible and it's opencaptioned or sub titled. Again, YouTube, their auto captioningtool -- no. It typically is gibberish it's better off to goahead and build that in with your own captioning or the usingyour transcripts that do some that way Deaf and Deaf blind peoplecan do that and use that as well. Again, not being able to seethat, the screen occasionally. 

Okay, and when available, but there is always recommendedto use a live interpreter when available. And all making surethat you continue on with your relationships and partnerships andcontacts with your community members and making sure to reach outand this is not a one time thing. This has to be an ongoingthing every three, six months, et cetera, keeping thatinformation going. 

Okay this is my cited information where you can get moreinformation. And thank you very much. Thank you forparticipating and watching. 

>> Great, thank you.
>> Thank you, Aileen, Samantha, and Sandra. Now I would like toshift gears and welcome our next presenter, Leigh Ann Davis from 


The Arc's National Center on Criminal Justice and 
Disability.Juster just a reminder to all you listening now if youhave questions for KEYS 4 Deaf Access you can go ahead and typethem in the Q&A box and at the very end of the presentation wewill make sure that we address them. Thank you so much and takeit away. 

>> Thank you so much and thank you to Vera for holding aimportant webinar this is a critical topic and I'm happy to talkabout it today for everyone and also thank you to our previouspresenters. I already picked up on a couple of things that Ifeel like are very important that I will also be discussing.
It's about attitude. Those who were serving, and alsorelationships. Building those relationships within lawenforcement and victim service providers. We found those are two 
major issues that we continually come back and focus on and thetrain tag we are creating. -- training that we are creating. -


>> There is someone talking? I don't know, I heard someonetalking so I think it's muted now. 

Let me start with why training is so important. We know 
that little or no advocacy exists at this time and there isreally serious barriers and accessing services for survivors thathave intellectual and developmental disabilities. We also know 
that people with these types of disabilities are more likely tobe victims of crime than those without disabilities. And 
unfortunately one of the best victims for perpetrators is the onethat can't tell about what happened. And we know that those with 
less opportunities or ability to communicate often go unseen andunheard and ignored. And it's not that people with disabilitiesare not communicating. They often are. But it's that peoplearound them don't see that or don't know how to read their 
communication. So that's something that is really important tokeep in mind because we want officers and those in the victimservices feel to understand there are ways to communicate withpeople who have different types of communication abilities andit's really up to us to learn how to do that. 

So there is the national crime victim survey that startedcollecting data in 2009 and they -- which is very excitingbecause before then we didn't have anything in the U.S. to pointto in terms of federal data to show just how often people withdisabilities were being victimized. And what they found in theirlast research or survey is the rate of violent crime against 


people with disability was 2.5 times higher than those withoutdisabilities. They also looked at the data based on differenttypes of disabilities and found that those with cognitivedisabilities have the highest rates of victimization. And I will 
say that how they define cognitive is including both people withmental illness, people with intellectual and developmentaldisabilities so that is a broad definition but it is interestingthat they in the break down of those different types ofdisabilities that those who were reporting back in the survey asbeing victimized that was the highest number in terms ofcategory. And then also one in five violent crime victims with 
disabilities believe that they were actually targeted due tohaving their disability. And this leads me to the next slide 
about why people with intellectual and developmental disabilitiesare more likely to be victimized. And the first is because theyare often targeted. People who are often perpetrators in lookingfor an easy access can see people with intellectual anddevelopmental disabilities and feel that it is a much easier wayto get away with their crimes. They may look for individuals whoare not as able to speak or who have complex communication needsand so they can be easily targeted for victimization. Also theymay be less likely or able to report. And in fact here at the 
national center on criminal justice and disability one of thethings that's a concern to me in seeing the number of people whocall to our center for help is that we don't get as many callsaround victimization issues as we do from suspect offenderissues. Yet we know the data show how often the victimization is 
happening. So there is definitely still a huge concern aroundthe issue of access and really the feeling that people feel safeenough to report when victimization occurs. 

They think that how they have been treated is normal andthey may not realize the victimization is a crime. They may havegrown up in that -- and being treated that way. And that reallycreates an understanding in their mind or in their reality thatthat is just how people act. And so if they haven't had anopportunity to see life in a different way, this is somethingthat they consider a normal behavior and they think theperpetrator is a friend. We have seen this happen within issuesaround bullying. There was one case in Maryland that I think wereferred to this case in our white paper on the topic of violenceabuse and bullying. And it was very concerning because theindividual was being bullied to a very serious extent by -- itwas a male who was being bullied by three females. And because 
he was so desperate for their acceptance, he continued to say 


that they were friends. Even though he had -- his parentsexplaining the situation, these individuals were actually had toserve some time for the crime that they committed. So it was a 
serious offense. And yet this individual with an intellectualdisability considered -- continued to say that they -- this is myfriend. This is how important it was for this individual to havethat level of acceptance and friends in his life. So that's an 
important thing to keep in mine when it comes to preventionissues is how to we create the circles of support for people withdisabilities so that they can have those connections in a safe 
way. 

They may be unaware of how serious or dangerous thesituation is. Not be considered as credible witnesses which we 
will talk about in a minute and then have very few ways to gethelp or get to a safe place or to be able to talk to someone whohas had experience in working with crime victims withintellectual and developmental disabilities So we will talk a 
little bit about the barriers to justice. And some of these were 
mentioned in the previous slide but I want to focus on a few ofthem. As I mentioned before, just the increased risk or at leasta perception of increased vulnerability And I did want to 
mention that oftentimes we will hear people with disabilitiesbeing referred to as vulnerable. And that word in and of itself 
can create some issue because it can become a self-fulfillingprophecy when we use that term when we talk about people withdisabilities. We want to make sure that we talk -- when we talk 
about the issue, we explain that people with disabilities canhave just as much power and just as much ability to speak upabout violence against them. We are working very hard to ensurethat we are providing the tools that people with disability needto do that. That's why I say increase or the perception ofincreased vulnerability because I want to make sure that we --
that we know as a society that people with disabilities can'thave the power and the ability to stand up against victimizationin their lives. But we have to also realize that they have alack of resources and support systems. They may be physically orsocially isolated. We know that there is lower rates of policefollow-up in prosecution and conviction. And also the judicialsystem is often not physically or cognitively accessible and Iknow this was mentioned in the previous presentation as well andit's also true for people with intellectual disability who oftencan't read at all or they even if they can read they may have ahard time explaining the meaning of the words. So it's somethingthat we need to be aware of in terms of how to provide correct 


accommodations. 

And then the disability itself can be cause for a barrier.
If the disability impacts the ability to resist a perpetrator orto interact with law enforcement. But again we really need tolook at this from both sides and realize that it's often the 
system whether it's the criminal justice system or other systemsin our society that need to change in order to ensure that peoplewith disabilities have full access and are fully included in ourcommunities. 

Also another issue of being able to serve people or victimswith intellectual disability is the sheer fact it can be hard toidentify these types of disabilities. And if you look at the piechart here on the screen and it shows the number of people whoare affected by intellectual disability at the mild level whichis 85 to 89% of all people with intellectual and developmentaldisability. So we are talking about a high number of peoplewhere the disability will not necessarily be very obvious at all.
And it will take asking more questions from an officer or victimservice provider to really get a feel for whether or not someonehas a disability. Additionally the person may be fearful oftalking about their disable because they may think that personwill look at them differently or will treat them differently.
And they may not want their disability to be disclosed. So it's 
important to respect that with the individual, but also know thatin talking to the person, if that person discloses disability tomake sure that you respond by providing the correctaccommodation. 

And a few more barriers. Just believability and thecredibility within the criminal justice system overall is verylacking when it comes to victims with intellectual developmentaldisabilities. The speech and cognition dirties can createbarriers -- cognition difficulties can create barriers and lackof sexual assault prevention and we see a high number of casesand in the research we see this as well that sexual violence is 
high among this population. And often they are not getting anytype of information or education around healthy sexuality andhealthy relationships as they are growing up in school and movingon to adulthood. So it can be hard for them to be able to figureout what is abusive. And acts can be viewed as abuse other than 
crime and we have seen this in some of the ways that thesestories are reported in the news. We may hear it often beingcalled abuse rather than crime or abuse rather than rape. And 


it's sort of like trying to use softer language around what isreally very, you know, sexual assault. It's rape. Let's call it 
what it is and be clear that people with disabilities areexperiencing these types of -- this type of violence in theirlives. 

And this is a chart I would like to show you just to thinkabout what happens to a person with an intellectual anddevelopmental disability as they go through the cycle ofvictimization. This cycle could be used for anyone with orwithout disabilities. I want to start at the top of the box andthis is a picture of one, two -- about six boxes surrounding onelarge box. And it shows the stages of what a person who has beenvictimized goes through. I want to talk about varying example ofa sexual assault victim who goes through this cycle. We know 
that as I mentioned before the victimization occurs much more 
likely to happen to someone with a disability. And then the 
second box under not recognized as abuse. And what happens is incases like Mary's who has had a sexual assault, the abuse is notrecognized as an actual crime. And say Mary is in a group home,
well, if this situation were to happen to her, it could be callednot violence, not abuse but handled administratively and notreported at all. This is not uncommon at all and we have gottencalls regarding this situation specifically where it's neverreported. And we see that as a big problem. And we are actuallyworking with some other partners who are focused on protectionand advocacy systems throughout the country as well as adultprotective services to look more closely at this issue. And theyare not understood, believed or taken seriously. And we know as 
we mentioned people with complex communication needs because theyhave a speech difference, the investigator may infer that personcan't give a strong interview as an example. And we are workingvery hard to say that is not the case when the appropriate toolsare used, you can get very good, very active information frompeople with intellectual disability. And then going on thereport is not investigated. And even if it is investigated, theinterviewer may not be trained in how to talk to people withintellectual disability. And we will talk a little more about 
that on the next slide. 

And then no therapy or inappropriate therapy is often ahuge problem. If someone is not being able to get the supportthey need or they don't have access to healing services or to atherapist who have been trained or feel comfortable working withsomeone with an intellectual disability like autism or Down 


Syndrome or fetal alcohol spectrum disorder, then they are notlikely to get the kind of treatment and support that they need.
And more likely to go back into a similar situation because theyhaven't learned to see the risk factors to be able to know what 
a -- factors and to be able to know what a healthy relationshipis or to stay out of dangerous situations. 

Then lastly there is often no trial, no conviction and thenthe offenders are able to re-offend. So we can see how while 
this going through this cycle can be true for anyone, thebarriers that people with intellectual and developmentaldisabilities are facing are much more graver that the problemsand the challenges are much stronger. And so I wanted to share 
with you something that we created at the national center oncriminal justice and disability to work with communities to workwith individuals who are law enforcement or in the law 
enforcement feel as well as victim service providers, attorneysand other professionals in talking through situations withintheir own communities, within their own agencies of how they canbetter serve crime victims with disabilities. And so if you seethe graphic on your screen, this is a model that was based on themodel that was created for people within the mental health fieldor mental illness field. And so what we did was we took that 
model and made it specific to people with intellectual anddevelopmental disabilities. Basically how we work through this,
and this is just to give you an example for today, if you -- ifanyone is interested in talking more about this later, I will behappy to do that but I want to give you the overview. Is that 
there are three steps that we would talk through and each one ofthese boxes starting at first contact which is in a purple boxand then moving on into a investigation and jail in the green boxand trial and plea agreement in the red box and then transitionin the orange box and then moving back into community. And what 
we would do is walk through and look at the case of a victim.
For example, and go through three different questions. Number 
one how are we identifying if that person has an intellectualdevelopmental or other disability? Secondly what are the ways weare communicating with that person in each one of these stages?
And then third, what kinds of support does that person need inorder to be able to access the criminal justice system to thelevel he or she needs at each stage of the system. After we 
talked through that we will come across very specificaccommodations that are needed in those situations. And here are 
just a few which actually some of these were mentionedpreviously. 


 First of all, knowing how to communicate with andinterviewing crime victims with intellectual and developmentaldisabilities. Taking extra time to ask more questions todetermine if the person has a disability. Speaking slowly andclearly and continually asking if the person understands. And we 
talk about this for suspects as well, it's true in bothsituations. For example, when we talked about how to talk tosomeone about understanding the Miranda rights, after each aftereach section of the Miranda rights, we will ask the officers torepeat back or to ask that person to repeat back to them whatthey said using their own words. So we really want to make surethat we are asking for p someone to talk back to us, letting themto tell us exactly had a it is that they think we are saying. It 
can be so difficult to really understand what an officer issaying or what a victim service provider is saying. Especiallywhen someone is in a traumatic situation or if an officer is in 
full uniform and that person with autism is already scaredabout -- is already scared about what could happen some reallyslowing it down as much as possible is very helpful. 

Also using simple language or also called plain language isimportant. Using picture boards or symbols, communicationboards, I loved the last presenters talking about the iPads.
There are so many more options that we have now than what we hadin the past. So there is really no excuse to not have somethingon a person's SmartPhone or a tablet in order to pull up andimprove that communication. And it's so critical because there 
is no way to fully allow someone who has been victimized toaccess the system without that communication. Assisting fillingout forms is needed is important. And then calling on localdisability agencies as needed to support them. 

A few more communication tips to keep in mind. It may bemore difficult for a person to follow what is being said and tospeak after a traumatic event. So again slowing it down andchecking for understanding is important. And then the ability tocommunicate what happened is not necessarily related to cognitiveunderstanding or truth telling. Don't assume because someone has 
an intellectual disable they can't communicate. It's up to us asthe professionals to figure out how to speak to that person andhow to get accurate information. 

Developing that trust is essential and this goes back towhat Aileen was talking about earlier that the attitude is 


everything. So, you know whether -- I mean, any of us when wehave an encounter with the law enforcement officer and someone 
else in the justice system, if we sense there is an attitudeissue at all, of course, we will going to shut down. It's 
important to know that is true for everyone regardless of ifsomeone has a disability. So you really want to have a open mindand open attitude and you might also keep in mind that it maytake a little bit longer to speak to this individual. And justif you know that going into these situations, you are going tohave a much more effective outcome. 

Keep in mind some people will communicate innon-traditional ways. And some people can understand what issaid, but they may have a problem expressing what they want to 
say. And so that is important to know because even though somepeople may be able to talk very clearly and it seems like theyknow exactly what's going on based on what they are saying, itcan actually be very difficult for them to still process what youare saying to them. And so that's why again keep checking forthat understanding throughout the conversation.

 Is that handy APP that was created for -- out of Texas A&Mand I want to share with you as an example an officer or victimadvocate can pull up on their phone very easily and has an easyscript to talk through to be able to try to find out if someonemight have a disability by asking for identification as anexample. It reminds the person to give extra time to processwhat's being said using pictures and objects to illustrate words.
And predicting what events will happen next. Just to help theperson understand what is going to happen. If it's a 
victimization issue, then they can provide some very basicinformation about stages of that. Maybe the first two steps ofwhat's going to happen next. But you certainly don't want tooverwhelm individuals with too much information at one time. You 
can also look for any kind of ID bracelet, ask for just basichelp information. And then repeat reassurances. You know, youmay feel afraid right now and that's okay. We are safe at this 
point. Just providing that information. Also, if you can havesomeone as a support person around the individual is reallyimportant if you could call on the local chapter of The Arc orautism society. Different disability organizations you canprovide that extra level of support that is really helpful.
Reducing any distractions and explain any written material as wementioned and then share information you learned about the personwith others who are coming in to help with the case so that they 


will all be familiar with that person's disabilities. 

And just wanted to briefly mention there are seven stepswithin a publication -- actually it's up for review right now.
It's called interviewing crime victims with intellectual anddevelopmental disabilities and it goes through these seven stepslisted and provides very specific information under eachcategory. So that's a great resource for those wanting morein-depth information on exactly how to do better interviewing.
The more time that you can put into this -- so it's importantto -- they are prepared the much more successful you can be toobtain the information needed. 

So I wanted to just briefly touch on some solutions forchange and looking at how the criminal justice -- and disabilityprofessionals can work together. In some examples, as we havebeen providing training, and we have been working with -- lawenforcement and victim service providers. How can --to address 
this issue and one is writing a protocol for systems. And 
working -- to create those. And also the screening tools toidentify how many people with I/DD are actually not -- like topoint to say that this --is the one you should be using. We 
don't really -- so that's is a great tool and great way it thinkabout what we know how many crime victims were we are servingwhich Vera has been involved in that and it's really helpful tobetter serve crime victims with disabilities and you could alsoconsider creating a campaign to raise awareness of the high riskof victimization. And many victim service providers are alreadyinvolved in the office for victims of crimes national crime 
victims rights weeks. That was a mouthful. And that is a greatopportunity to say can we focus on crime victims withdisabilities? We want to raise awareness of this issue in our 
community and can we work with you to do that?

 and then last I wanted to mention creating a disabilityresponse team. And what that is, that was actually born out ofour desire to create training for victim advocate for lawenforcement and attorneys and we call this training pathways tojustice. Now before we go and provide training, we ask ourchapters to create a disability response team. And on the slide 
now is a picture of what that looks like. We've got on one sidecriminal justice professionals in yellow or gold. And then on 
the other side the disability community in orange. And so what 
we are wanting to do and really this is something that Aileen andthe other speakers touched on -- speakers touched on already too 


about that relationship piece, we are wanting to bring together anumber of different professional groups who fall under lawenforcement. And we want to make sure that when we talk about 
these issues that we are able to tell law enforcement, look, thisis isn't only up to you to have to -- to serve people withdisabilities. And we are also wanting to tell victim advocatesyou can't do this alone either. And many times before when wehave gone in to communities we see a lot of finger-pointing goingon because people feel like, well, that's your job or we don'thave that expertise or we don't have that experience here. And 
what we are trying to do is say, we all have what it takes toserve crime victims with disabilities if we work together and wefigure out a plan on how to do that. So with the disabilityresponse teams, we work with individuals in the community toprovide training and then to create an action plan on how we aregoing to address the specific barriers that crime victims arefacing. So this can actually be used for both victims andsuspect offenders, but it can also be used to focus specificallyon how to address barriers that crime victims are facing. So 
that's another exciting model we were looking at how effectivethis can be and different communities throughout the country.
And we are really excited to see what some great ideas that theseteams are going to come up with in the future. 

And I wanted to end with a plea and also a thank you forthose who are already doing this work. For those who are new 
this area. It's important to -- and really my goal and thepresentation today is really in Virginia called opportunityprogram where officer Travis Akins started a cadet program wherepeople with intellectual and developmental disabilities come tothe police department to serve as cadets. And he recentlyretired just so he could do this job full time and we are workingwith him to see how we can again it's back to relationships. We 
want to work with him to see how we can further establish those 
positive relationships between people with disabilities, thedisability community and law enforcement. And so there truly isnothing more powerful than an idea whose time has come and it istime for us within the disable and the victim advocacy world toreally to learn how we can work together more effectively toserve the population. So thank you for your time and I guessit's time for questions. 

>> Thank you. If you have any questions, you can go ahead andtype them into the Q&A box. And I'm going to go ahead and readthem out. Aileen and the rest of the KEYS 4 Deaf Access team, if 


you want to go ahead and set your camera up again so you cananswer any questions, thank you. So the first question is, Iimagined for the hearing community the use of an interpretermight be a new experience. Is there any training that you knowabout on how best to utilize either a Video Remote Interpretingor live interpreters? 

>> Yes. Providing training to connect to an interpreter and howto use, yes. What's important here is to speak to the persondirectly. Don't say, tell her they -- no, no, speak directly tothat individual. And make sure that you look at the person andnot looking at the interpreter. Anything else you want to add,
either two of you? Oh, and then don't ask to stop and slow down.
Progress at your normal rate of speed and conversational speedbecause the interpreter will proceed and go with you. If the 
interpreter says hole a second, that will be the -- hold on asecond that is the response for the interpreter to clarify andlet there is communication lead. 
>> On the grant because is that continuation grant, Keys had theopportunity to provide cards to explain how to work with a liveinterpreter. We can get the PDF version and then it can come outwith the rest of our materials.S in that would be great. Thank 
you. 

The next question is, what is the impact of using aninterpreter or VRI on confidentiality? 

>> You said VRI on confidentiality or -


>> Or a live interpreter. Either one or both. 

>> Understanding that interpreter have to follow theirprofessional code of conduct. They their code of ethics. Theyare beholden to keeping things confidential. Not able to share 
information and may leave that appointment or that assignment byvideo, that is then just move on and that's done. There is no 
information held so that is already -- those practices areestablished in that interpreter community and it's called theCPC, I believe, right? Yeah, the code of professional conduct. 

>> Another question for KEYS 4 Deaf Access. Does law enforcement 
have a screen for a pamphlet to how to interview Deaf crimevictims or individuals that have for instance developmentaldisables to enhance the reporting process? 


>> No however, they are able to come in -- it could be for futuretraining. We could potentially do that. That's a great idea.
We tend to focus on language and communication barriers. We 
suggest using again plain language. 

>> Thank you. And another comment just for KEYS 4 Deaf Access,
someone wanted to mention that this is very similar to otherlanguage access issues that you see, for instance, when you havepeople where English is the second language no matter what theirfirst language is and it's interesting to see how those issuesoverlap with each other despite the fact that people see beingDeaf as different than other language access issues. It's kind 
of eye opening for a couple of people. 

>> I'm going to add -- we recognize that as well on the originalgrant and that's why the general police order actually put itunder minimal English language proficiencies because we felt thatit would be accessed more under that avenue than necessarilyhaving a general police order focused on the Deaf community.
That's a feedback comment you had because it was entirelyamicable from our find -- applicable from our findings. 

>> Okay, great. So, yeah we had a lot of good feedback that somepeople are just have not really been thinking about some of thesethings and really appreciate that you have been able to shedlight on these issues. A few people are looking for theresources and we will make sure -- I will make sure to 
collaborate with both KEYS 4 Deaf Access and resources as a 
follow up. One last question for KEYS 4 Deaf Access right now,
do you think that there are ways that trauma manifestsdifferently for Deaf survivors? Are there signs or symptoms oftrauma that hearing law enforcement officers might not be awareof? 

>> Yes. I would like to go on that. Trauma providinginformation can be different for Deaf people because they haveagain the idea is that language deprivation so it's making sureto be sensitive to that occasionally there is not anunderstanding of the terminology, language wording being used anda clear exclamation to that Deaf survivor a good interpreter willbe able to -- can make sure that person is being interviewed orwho is having questions or comments, can you please go andelaborate on that comment or ask for more to help that Deafperson understand more clearly. But that would be helpful andalso secondarily occasionally you will -- there is not an 


understand organize a clear message from some issues orinformation that's being shared. That's typically because it's avery visual aids. Gesturing can be helpful or using pictures.
Showing for instance some examples can be helpful in explainingthe information and through that process for trauma information.
Any other information you want to add? From either of you? Can 
be a helpful thing doing skits. Will explain more informationand provide more. Video logs, Vlogs and YouTube videos and otherideas you can use are again social media, videos can be helpfulto get the thoughts through. 

>> Thank you so much. 

>> There are some questions for you about your work. And so the 
first question is, let's see. How do different identities direct 
the advocacy in this issue? I know in particular you have beenlooking at sort of the intersection of race and disability andcan you talk a little bit about how these dual identities areimpacted? 

>> Yeah, absolutely. We have in fact wanted to look the overlapof different types of disabilities or where there are minority --
more a minority status and how that affects crime victims withdisabilities. And in fact, we are going to be to do a webinar onthat this month in our white paper this year we are focusing onlaw enforcement and policing people with disabilities and thatincludes some issues around victims as well. So one of the 
things we wanted to do is make sure that when we are looking atserving crime victims with disability we think about where theirculture, are we including very specific sensitive ways to addressthe areas that they are most concerned about. Depending ontheir -- what culture they are in. And we want to know also what 
are being used that we may not have thought about. There is manydifferent areas that we haven't yet to explore when it comes tolooking at the duality of that. So we are wanting to actuallywork with more partners in that area and we are looking forpeople that are interested in working with the national center toget more specifics around that. And it's been -- we actuallyhave been able to find more information around the suspectoffender issue so if there are people on this call that wouldlike to talk with us further about how to include that in our 
publications in the future and potentially in other webinars andin our training, we would love to talk to you about that. 

>> Great. Thank you. We also had someone who was interested if 


you could just talk a little bit about some of thenon-traditional methods of communication, for instance, thingslike social stories that it might be great opportunities to talka little bit about that type of stuff. 

>> Well, some of that was mentioned a little bit innon-traditional just means not talking with our mouths. Usingthose communication boards, using the iPads, thinking of whateverway that person is most comfortable communicating to really thinkoutside of the box and not get stuck on thinking that there isonly one way to communicate. And what we found, too, is that thebest way to do that is just to ask that person directly. How --
how can -- is what the best way to communicate? If there is a 
support person there to ensure that you are able to communicatedirectly with that person with the disability and that if allpossible you don't have to rely on the support person. And the 
support person there is to help you know how -- or what type ofcommunication to use. But you don't want to rely on that supportperson in case that person is the one who is the abuser. That is 
something else to keep in mine as well. So one of the things wehave been working with the international Association of Chief ofpolice is to revise their policy on how to interact with peoplewith intellectual and developmental disabilities. And these are 
one of the things that we are talking about is ensuring that theyknow there are many ways to communicate with people withintellectual and developmental disabilities and to really if atall possible have that in their policies that they can use thingslike what Aileen is talking about with the iPads. And we also 
have wallet cards for officers or others who aren't as technical 
savvy and not wanting to use that yet. We found that there are 
people who want both. So looking at what the officers and thevictim service providers feel comfortable using and matching thatwith the different modes of communication that people withdisability want to use. 

>> Thank you. Another question for you, going back to thepathways to justice model, someone was wondering if you couldtalk a little bit about more about the suspect offenderperpetrator section. Does it include any sort of prevention planto sort of shift the prevention responsibility to the perpetratoror offender rather than potential victims or previous victims. 

>> So the prevention, we haven't really talked a great deal aboutother than more of a community response. And that is reallydependent upon that community and what it is that they want to 


focus on. I think it's interesting with looking at who is goingto be held responsibility for that and so far that hasn't come upspecifically within the communities that we have been workingwith. But it's certainly something we would like to keep in mindand maybe explore. 

>> Great. So if there are any other questions, you can feel freeto send them to our e-mail address. And I will make sure that 
they get to the presenters. And before we go, there is one lastthing. We ask you to complete an evaluation and click on thelink that says law enforcement webinar survey. And then youwould just click browse to and it will open up a new screen. We 
would really appreciate 2 if you could take a few minutes toshare your thoughts with us and make sure that we can continue towork to meet your needs and bring you some interesting andinnovative topics.
And for those of you who are interested in downloading atranscript of the webinar, you can do so by going to thecaptioning pod at the bottom of the screen and clicking on thebutton that says "save."
We will leave the webinar open for a few minutes to give you timeto download this.We will also be sending out an e-mail shortlyafter this webinar concludes with more resources and information 
as well as the presentation materials. And thank you again toAileen and Samantha and Sandra and Leigh Ann for this greatpresentation and have a great day everyone. Thank you.