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Certificate in Disability Inclusive Disaster Risk...
Fowler Hall 409A
(202) 601-9522 (VRS)
The Disability-inclusive Disaster Risk Reduction & Emergency Planning Program (DEP) is an 18-credit graduate certificate and undergraduate minor program that trains professionals to work in the growing fields of disaster and emergency management.
As the world’s first and only university-level program of its kind, the DEP Program combines course-based, hands-on, and site-based components that serve as an incubator for innovation in a wide range of activities, including; Deaf centered risk assessment of physical structures and human rights/DEIA, policy recommendations, effective emergency communication, community participatory Disaster Risk Reduction training, and research, among other skill sets.
The DEP program is taught by an interdisciplinary faculty from the graduate programs in International Development, Interpreting & Translation, Public Administration, and Social Work, and faculty from the School of Science, Technology, Accessibility, Mathematics, and Public Health. DEP faculty developed the DEP Program as a response to real-world conditions, and from insights generated from their areas of research and practice. Key insights include: i. extreme weather and climate change events are increasing in frequency and severity; ii. Deaf, DeafBlind, Hard of Hearing, Deaf-plus, and people with disabilities tend to be marginalized from disaster and emergency communication, information, training, and professional work worldwide; iii. Deaf communities possess cultural and linguistic knowledge and skills necessary to improving disaster risk reduction and emergency management at local, national, regional, and international levels.
The program consists of six courses, culminating with a Summer Institute conducted with Deaf-Led organizations, emergency management, and/or research partners in a disaster impacted site in the US or another country where disaster planning activities are taking place.
Choice of one course in Fall and Spring semester
PHS-202/595 Foundations of Environmental Health
SWK-713-OL Issues in Human Behavior & the Social Environment
PHS-301/595 Behavioral Health Interventions
SWK-795/495 Trauma & Resiliency with Deaf Communities
SWK-715-OL2 Disability Policy: Implications for Deaf and Hard of Hearing Populations
Summary of Requirements
Students must declare their minor and be admitted to the minor track in order to participate in the course.
IDP 775 introduces students to the design, planning, and implementation of community development projects with Deaf, DeafBlind, Hard of Hearing people, signed language communities, and people with disabilities with a focus on disaster and humanitarian contexts. Theoretical frameworks address the nature of social change in societies around the world, the interrelationship between inequitable social conditions and efforts such conditions, and the value of local constituencies’ involvement in shaping change. Students will develop essential skills for designing projects, as well as training in collaborative team-building and facilitation of projects that are sensitive to local communities’ viewpoints, social interests, and leadership in local and international development networks.
Current enrollment in the International Development Masters of Arts Program; or permission of instructor
This concentration course, taken in the second year, focuses on human behavior and the social environment of deaf and hard of hearing populations. The course looks at the complex interplay of psychosocial, system, and ecological forces in the life cycle development of individuals who experience deafness. The course explores forces of oppression and political and economic influences that impact the behavior, adaptation, and functioning of deaf and hard of hearing people.
SWK 705 and SWK 706
This course focuses on collaborative formulation, development and evaluation of programs working with Deaf, DeafBlind, and Hard of Hearing people and people with disabilities in disaster and humanitarian contexts. Exploring current philosophical, theoretical, and methodological stances related to collaborative program development, course activities demonstrate the salience of international human rights frameworks for sign language-centered leadership and disability rights, and connect these to bi- and multilateral organizational and funding channels now undergoing enhancement as a result of the United Nations introduction of the Sustainable Development Goals. Using the latter as a foundation to identifying socioeconomic problems and barriers to self-determination, participation, and equity, students will design program proposals in response to an actual Request for Proposal (RFP). Work on peer teams, students will then submit an Evaluation Plan for an actual program. In addition to cultivating program development and evaluation skills, course activities provide students with opportunities to practice program management skills and grant-writing experience.
Permission of the instructor
The course introduces students to ArcGIS Online, an online Geographic Information System (GIS) application from Esri. With GIS, the student can explore, visualize, and analyze data; create 2D maps and 3D scenes with several layers of data to visualize multiple data sets at once; and share work to an online portal. GIS analytics tools are used in many disciplines and fields of practice including public health, history, sociology, political science, business, biology, international development, and information technology. In the end of the course, students will have the opportunity to take additional training on GIS applications in their specific field of interest.
GSR 104 or MAT 125 or MAT 130 or permission of instructor. This section is designed for undergraduate students.
This course presents specialized content about social welfare policies affecting deaf and hard of hearing people and people with disabilities. These policies are discussed within the framework of analysis and evaluation to determine future directions for policy. The impact of the service delivery, funding, and organizational systems on the implementation of policy will be considered. The course will look at policies for people who are deaf-blind, developmentally disabled, and chronically mentally ill.
Be admitted to the minor track, complete all other required and elective courses within the track
DEP Professional Partnering Engagement & Events The DEP Program engages a number of partnering organizations focused on disaster risk reduction and emergency management within the U.S. and internationally, through which students have opportunities to participate in professional development activities, networking events, forums and webinars addressing a wide range of thematic areas and topics, and career fairs. Professional partnering activities take place in connection with course-based activities – particularly through three courses, DEP-601 Interdisciplinary Foundations in Disability-inclusive Disaster Risk Reduction & Emergency Planning, IDP-774 Program Development & Monitoring for Social Change, and IDP-775 Project Design & Implementation for Social Change – as well as through program-level events hosted at organizational sites and on Gallaudet’s campus.
Internships The DEP Program does not require students to conduct internships; however, we highly recommend gaining professional experience throug internships and will assist students in identifying and aplying for internships and other opportunities through our network of partnering organizations.
Describe the relationships between climate change, disasters, and human adaptation and resilience with respect to international research findings and policy recommendations.
Identify the needs of deaf, hard of hearing, and deaf-disabled people and communities in disaster planning and relief.
Describe the theory, practice, and purpose of Disability Inclusive Disaster Risk Reduction.
Demonstrate knowledge of government systems and international treaties and mechanisms governing Disability Inclusive Disaster Risk Reduction and Emergency Planning (e.g. IASC, UN Security Council Resolution on PWD in situations of conflict).
Conduct community participatory disaster risk assessment and mitigation planning with deaf, deafblind, hard of hearing people and people with disabilities, their families, and communities.
Advocate for development of information and communication materials, mitigation planning and response protocols, disability inclusive policy guidance, and hiring of deaf DRR trainers and specialists with organizations and government entities.
A completed Graduate Admissions Application Form A non-refundable application fee of $75 One letter of recommendation Evidence of a bachelor's degree in a related field as evidenced by submission of an official transcript from an accredited university. A minimum 3.0 grade point average (on a...
Deaf-Led Disaster Action On September 24, 2021, we hosted a webinar titled “Deaf-Led Disaster Action,” featuring presentations on Disaster Risk Reduction action by Deaf-led organizations in Japan, Trinidad & Tobago, and Viet Nam to raise awareness about how disasters impact these countries and the strategies...
FEMA Region III FEMA - Office of Disability Integration & Coordination (ODIC) Global Alliance for Disaster Resource Acceleration (GADRA) World Federation of the Deaf World Institute on Disability (WID)
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Certificate in Disability Inclusive Disaster Risk Reduction and Emergency Planning
Gallaudet University, chartered in 1864, is a private university for deaf and hard of hearing students.
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