Last modified on 06AUG01
>>Dorothy: Good afternoon. Where's my interpreter? Are you standing there? Okay. Thank you. Good afternoon. Good to see all of you. Welcome to our presentation today. I would like to introduce Nancy Sommer. She is the SSP coordinator for the Deaf-Blind Service Center in Seattle. Nancy just arrived about a couple of hours ago from Seattle on the plane and we are happy she is here to explain about the SSP program.
I'm using the initials SSP to stand for support service provider. The title of this workshop today is called "The Intervener And Support Service Providers." The different concepts, philosophies and how to use this, both of these services. I would like to explain about the intervener program first. And then I will turn it over to Nancy to explain about the support service provider, SSP program. And we have a very short videotape that I think you will find very interesting. For any of you here that needs to sit close please move up closer to read the captions. We have captions and voice and there's some signing also but not much. It's a very, very good tape and I think you will enjoy a lot, enjoy it a lot. Can you hear me okay? Thank you. My name is Dorothy Walt. I'm a regional representative with the Helen Keller National Center. Of the northwest region. I have four states in my region. I have Alaska, Idaho, Oregon and Washington. Keeps me very busy. I travel a lot. You remember seeing those t-shirts that we're giving away as gifts. They're from my agency. I really like them. They're beautiful. They come in different colors and there are long-sleeved sweatshirts also so I was happy to give a couple of those to the conference this week.
I would like to explain three basic rules first before I begin the presentation about interveners. First, because Nancy and I are deaf-blind, we have some special rules we would like to ask you to follow. First, if you have any questions or you need clarification, please raise your hand. Our interpreters will tap us on the arm and tell us someone's hand is raised and we will call on you. When we do that, please identify yourself, tell us your name first. So that we know who is speaking. Nancy and I have difficulty seeing faces. Especially when you're sitting in the dark part of the room, which is good. I can't see you so I can't be nervous. Anyway, sometimes it's a blessing to be blind. The third thing I would like to ask you to do is please respect the different communication modes being used. Some of us use sign language. Some of us have FM systems. And some of us use other kinds of communication modes, the real-time caption. So we will go at a slower pace. A very relaxed pace so that everybody gets the same communication. So please have patience and enjoy yourself today.
I would like to start with the intervener program. I have some handouts on the table. First I have the definition of deaf-blindness. And I think it's very important for each one of you have a copy of that if you are not familiar with deaf-blindness. That will help to explain to you how to define an individual who is deaf-blind. I also have another stack of paper that describes the intervener. And I'm going to talk about, I'm going to read from that paper. You might like to take it home with you. I also have business cards on the table. And there's one other thing on the table that's not really related to our presentation but if you work for VR services or if you work in the education system, or if you work with consumers, and you come across anyone who is deaf-blind, we would really appreciate you filling out a registry form on them and sending it to me because my agency has a federal mandate to register as many individuals as possible who are deaf-blind in the United States for the federal government to get statistical information for providing services through the states. So help yourself to a copy of the short form registry on the table. And there's also a fact sheet that explains the reason for the registry. So I have those three things on the table here to help yourself. Am I going too fast for you, Nancy? No? Okay. Fine. Good. Nancy's office is right across the hall from me so I see her often. We're good friends, too.
I would like to start with, first of all, I want to give you a little bit of background information about interveners. Anyone here have any idea what that is? Okay. good. Really, intervener programs started in many years ago. I was I would say about maybe 20 years ago. They did not use the word "support service provider." think used the term "intervener." the Canadians' programs for interveners or very poor. They incorporate a lot of the different service providers that we use in the United States. For example, we have personal care attendants. We have SSPs and we have respite care. All these different kinds of providers.
But the interveners in Canada are trained to work only with deaf-blind people and sometimes the deaf-blind individuals have additional disabilities. Sometimes they may be developmentally delayed. So their program is developed for people who are interested in working with deaf-blind people in all backgrounds, all kinds of communication modes. Their philosophy was to provide an environment and opportunities for individuals who are deaf-blind to get information about the world around them to grow and learn through visual information that they get through the intervener to help make choices and decisions about their life. If they're not able to make the decision and choices, then, they are given information and sometimes the interveners will help make decisions for them.
I would like to read the definition of an intervener. One thing is that this definition of the intervener was developed by the state of Utah. We have in the United States an intervener program for children in some of the states. Not all of them. We have them in Michigan, Arkansas, Texas, a few other places but not all the states have them. They have them in the school program and they've been very successful. Utah has developed a formal curriculum and a formal training program for interveners to work in education system and to my knowledge that's the only one in the United States that has a formal training and program for interveners. They have adopted a lot of the model from Canada. And this is what their definition of an intervener is. Intervener is specifically trained to provide clear and consistent sensory information to an individual who is deaf-blind, compensating for both hearing and vision loss in such a way to facilitate and enhance learning and interaction with the physical environment and with society. An intervener acts as the eyes and ears of the individual who is deaf-blind making him or her aware of what is occurring and attaching language and meaning to all experiences. An intervener intercedes between the individual who is deaf-blind and the environment in such a way as to eliminate the effects of multisensory deprivation and to empower the individual to have control over his or her life."
That definition is probably too narrow to be used for the adult population. To my knowledge there is not an intervener program for adult services yet. For individuals who are adults. We are trying to work on that at the national level, inviting different agencies to participate in developing a curriculum and training program so that we can maybe can have intervener program for adults. The problem is that many deaf-blind individuals do not like the word "intervener." They feel like it's a negative word. I can understand their perspective, and even I thought the same thing when I first found out about that word. But I have now become more educated, if I can use that word, about the different functions between the SSP and intervener and I can accept the word "intervener" for some individuals who are deaf-blind.
For myself, no. I would use an SSP and Nancy will explain to you what an SSP is different from intervener but I see an intervener important for those children who have them in the school program and they are now out of the school program and they're in adult services. Why should the world around them be cut off with the intervener service and the school program? They should have that for the rest of their life. You are continually learning around you and they may need the intervener to help them learn. So I see a very big need for an intervener for adults who need them. Usually, people with minimal language skills or no language at all, maybe they have a cognitive impairment. But they can still learn and an intervener is trained to provide that environmental information so that the individual can learn.
I have a videotape that I would like for all of you to watch. It was made by the program in Utah. And it's really specifically geared for children but there are a few adults in there also. But you can watch the videotape and you can just open your mind how that could be used for adults to help you understand that kind of service provider. One thing is that when we do have intervener program in the United States, you all will understand what it is, how to use it, and why it happened. So that's the idea why we have this presentation today. Do we need to turn the lights off or can you see the videotape with the lights on? Yes, please.
>> go ahead.
>> should I come up there? I'm from Utah. And I was just wondering, I'm not that familiar with the children's program because I work with adult services. But I just am wondering if you are aware that we recently with the deaf-blind community members, went to the legislature and we got $350,000 of ongoing funding to start an intervener program for adults.
>>Dorothy: yes!
>> exciting!
>>Dorothy: yes, yes! I just recently found that out. My concern is the word "intervener." I don't -- excuse me, everyone. We're having a one on one conversation right now. But my concerns rights now without having more information is if that state is using that one word and not using the support service providers because remember what I just said before, that some deaf-blind people don't like the word "intervener." Those deaf-blind individuals with more independent skills and only need a little bit of support prefer the word "support service provider." And if Utah doesn't adopt that and you'd "interveners" for everything they do like in Canada, then I can see a big confusion in the United States. But that's not for me to say. That is my opinion. But I congratulate Utah for getting that money. It's wonderful.
>> yeah. I think that word was used more because the individual, I mean the legislators were familiar with that concept. I would imagine with Steven Erlich the word "SSP" will be used for adults.
>>Dorothy: can you repeat the name again?
>> Steven Erlich.
>>Dorothy: yes, I know him. He was originally from Seattle. I'm sure he will. We're a small community. Deaf-blind people in the United States so many of us know each other. Have you seen the videotape before?
>> No.
>>Dorothy: It's with Linda. Anyway, you will see it now so I would like to start the videotape. If everybody's ready. Okay. Can you turn it on, please? I've seen the tape. I'm not going to watch it.
[video is shown]
>>Dorothy: I have heard there was no sound and I don't know why. Maybe because this is a conference for deaf people. At home there was music and voice. I hope you were able to read it and follow the videotape. Remember what I said before is that we don't, to my knowledge, we don't have an adult intervener program. But my agency, The Helen Keller National Center, is going to get collaborations with different agencies and developing something because we see a need for that. Something that's more support than an SSP person can provide, except the intervener oh, okay. Maybe what I said wasn't important. Thank you. Is it off now?
>> It's off now.
>>Dorothy: Thank you very much. I appreciate that. The interpreter, what she was doing, she's not really supposed to do that as an interpreter but deaf-blind interpreters sometimes are able to provide a little bit of SSP services. And that's why we have deaf-blind interpreters because they get training on how to provide information to deaf-blind people, visual information as well as interpreter situations but they also sometimes are able to provide SSP services like techniques to go to the bathroom or something. Just short. And some interpreters won't do that because the role is not really supposed to be SSP but many interpreters who work with deaf-blind people don't mind a little bit extra function to make sure that we can function successfully, independently. That's what she was doing for me right now helping me with the VCR and explaining about the voice, it was off and things like that. Which was important for me to continue to give a good presentation. Thank you. All of you interpreters, thank you.
Before I turn it over to Nancy -- wait a minute -- anybody have any questions about the interveners? Because when I turn it over to Nancy, she's going to talk about the support service provider which is different from interveners. And SSP does not make decisions. Never. They only give information to deaf-blind people so they themselves can make decisions, which is different from an intervener. So I will let Nancy explain that. But before I turn it over to her does anyone have any questions? Okay. Sure. You first.
>> Who pays for the interveners? In the different programs?
>>Dorothy: Good question. We have not yet figured that out. Utah got funding from the legislature in their state and they will pay for that from that pot of money. But I'm not sure if the program in general will be able to do that. Maybe we can get the Medicare or Medicaid waiver to pay for that. It's something that we have to work on at the national level. I just told you before we not yet set up anything. We have it's a good point. Nothing's free, right? Who's the second person?
>> Aside from public schools, what --
>> What is your name?
>> My name is Malia.
>>Dorothy: Okay. Thank you.
>> Aside from public schools, what other organizations hire interveners?
>>Dorothy: The state that have intervener program, you know, I can't answer your question because I'm not involved with the program. We have every state has a state coordinator for children, deaf-blind, from birth through age 21. And I work with them but I myself don't work straight with children. I can with transition-age children because they become adults. But I can't answer your question because I don't know but you can probably contact one of the states that I mentioned, Utah, and ask them about their that. But I know that some medical waiver -- oh, Texas. Texas I know has medical waiver. I know that because I remember that just now. But the other states I don't know. Maybe they have the same.
>> Thank you.
>>Dorothy: Where are you from?
>> I'm from Monmouth, Oregon.
>>Dorothy: Oh, okay. You can probably check with Jay, the state coordinator for the children's program in Oregon. About that. He would know how to answer your question.
>> Thank you.
>>Dorothy: Thank you.
>> This is Jackie Hyman. And I know in Canada, they will have interveners that go actually into the homes. They have interveners that go and work at group homes that have children with deaf-blindness. There's a lot more opportunities for interveners and a lot of avenues of their lives. Even like a parent can have an intervener come into his or her home and work with the kid. I don't know what it's like in Utah but I know in British Columbia especially they've been using this intervener concept for many years. Actually since the late '80s. So they've got the system real good.
>>Dorothy: Exactly. Right. They use it for adults also. Okay. Thank you. Nancy, I'm going to turn it over to you. You can explain the SSP program. Do you have voice interpreter for her?
>>Nancy: Hello, everyone. This is really my first time giving a professional presentation so please be patient with me. I've given presentations in schools and those kind of settings but this is a little bit more advanced. I'm from Washington state. And I work for the Deaf-Blind Service Center, which we call DBSC located in Seattle. And I would like to give you a little bit of background and history about how that agency was established. There are many deaf-blind people who had friends, agencies, people from DVR and those sorts of places that came together and created a task force. And had a brainstorming session and threw in all kinds of different ideas in terms of what deaf and blind and deaf and blind and hard of hearing people needed in order to establish services. It was then established in 1985. And since then, has progressed in terms of services. They hired a part-time support service provider which we call an SSP. And they hired a parted-time coordinator for the SSPs at that time.
And so two years ago, it was successful in turning it into a full-time job. They were able to acquire the funding to put that into a full-time position. So the Deaf-Blind Service Center is a nonprofit organization. Throughout the United States, most states do not have deaf-blind services or SSPs support services for deaf-blind people. So Seattle is really the first place that they're able to, in fact, pay people within that position and so there's many other states who have contacted us in Seattle to ask us to send them our policies and procedures to give them information about how to set up programs similar within their states. So the SSP program has now become very popular nationwide.
I want to talk about the population that receives this service. It's deaf-blind people or people who are blind and hard of hearing. It's not people who are hearing and blind. So amongst those two categories of people, deaf-blind and blind and hard of hearing within Washington State have to be from Washington State. It's not people who come from outside of the state. It has to be people who live within the state. They must be of 16 years of age or older. And the people who have already exercised an ability to be independent. So they do have an ability to make decisions on their own.
So we talked about the intervener who really is sort of more in a helping position. I would like to give you a brief idea of the concept of this. So everything's going okay so far. Right? You guys are keeping up with me?
So the reason why the SSP program was established was because most deaf and blind or blind and hard of hearing people really have a desire to be independent. They want to be able to go out in the world. They want to be able to learn new things. They want to be able to make their own choices. They want to feel good about themselves mentally and physically and not have to remain home and feeling isolated. And feeling sorry for themselves or something other people feel sorry for them. They want to have equal access in the world just as other people have and be able to function in the world.
And another reason is because deaf and blind as well as blind and hard of hearing people have become, been dependent upon their families or friends and their friends and families are often very busy and don't have time to provide them services. So that's another reason why the SSP program was established.
So we have about 40 deaf-blind individuals who are now participating in the SSP program throughout the Washington area. And we have about 40, between 40 and 50 people who function in the role as an SSP who work with clients. Consumers. So we have deaf-blind, blind and hard of hearing, and the reason why those numbers are not equal is because you might have support service person who works maybe not ten hours a week but really only has time to work five hours a week so they might work five hours a week with one person and five hours with another individual so they're able to work for a total of ten hours a week. That's why there might be more service providers than consumers.
The Deaf-Blind Service Center is a nonprofit agency so in terms of funding we receive private donations. We also write grants to acquire funding. We acquire funding from foundations, fund raising, as well as from the state. So some of the money goes to, is doled up to various programs and the SSP program I think utilized $76,000 last year which paid for the coordinator position as well as trainings, interpreters and support staff, et cetera.
So the SSP, I want to give you an idea of the concept and philosophy behind the SSP and why that's different from the intervener. The support person themselves would be a hearing person or it could be a deaf person who has sight working with a deaf-blind person. So this person must have some sign language skills. You don't want someone who's beginning sign language student. You want somebody who's able to converse on a daily basis and has pretty good competence in the use of sign language. So this person who is an SSP will not be making decisions for the deaf-blind person. It's really the deaf-blind person themselves who will make the decisions for themselves.
So the support person is paid and there are also volunteers. The people who are paid are more involved on a daily basis in terms of food shopping, running errands, doing banking, reading postage, and those sorts of activities. The person who is the volunteer us more involved in activities like exercising and entertainment and recreational sorts of activities. So the SSP, the person who works with the deaf-blind person, usually works about, receives $11 an hour and usually works about 10 hours a week. I would like to give you some examples so that you will have an idea of what they actually do. For example, if they're going to do food shopping, the deaf person, the deaf-blind would make a list of what they want and you would go into the store and the support person would then read that list and bring them to the particular aisle. Say, if they wanted some milk and there's various types of milk. You have 2%, whole milk, you have, you know, et cetera. So the deaf-blind person wants to get the visual information from the support person. You know, they have low fat, you have 2%, you have all these different types of milk and the deaf-blind could then make the choice, for example, if it was 2% they could purchase that type of milk.
So really the SSP is really giving them information. They might give them information about what's on sale. They might give them information about what's new. you might think that they have to get the idea that this person's going to give information about everything that's happening in the store. That's not the case. It's really -- it's really has more to do with like what the person is interested in doing or getting. So or whatever it is that they're interested in buying. That's the kind of information they want to get.
So another example might be going into the bank. The support person will help them, lead them into the bank and help them perhaps fill out deposit slips or withdrawal slips because the person, the deaf-blind person might not be able to read that information so they could then approach the teller after those forms are filled out.
They almost also might need assistance with an ATM even though they are equipped with Braille, sometimes that takes a lot of time especially if there's a lot of people in line to use it. So for me when I do use a support person because I'm unable to read the words on the ATM. It's too small for me so my support person's able to read the information and let me know which are the correct buttons to push in order to enter my pin number and things like that so I'm able to function and use the ATM through the assistance of the support person.
Also in terms of doing errands, you want to get your hair cut, want to go to the post office, whatever it is, the deaf-blind person needs to do. In terms of reading mail, bills are the most important so we read those first and the support person will read the bills and let them know what their balance is or how much they owe and then the deaf-blind person themselves will cut a check, write out a check and then sometimes you know when you put the slip into the envelope you have to make sure that the address is in the window so it gets to the right place so the support person can help them with that to make sure the address is in the correct place so it really helps the deaf-blind person to function more independently.
Now, does the SSP function as an interpreter? No, that's not the case. The SSP really has the purpose -- is really -- they do have signing skills but they don't function as an interpreter. So I notice that many ASL students who are not certified interpreters yet tend to become support providers. But the bulk of it is students who are learning ASL so for example, going to the bank, you may want to discuss applying for a loan. And the support person there may not be comfortable interpreting in that kind of a situation. It really is a better situation to get a professional interpreter in there to interpret the information. So you can, the deaf-blind person can write down the information if there's not an interpreter there, but it's not a good idea to confuse the two roles, how the support person acts as an interpreter, because the general idea of a support person is just give them visual information and act as a guide.
Another example might be, they might be able to interpret in some situations like if they go into the grocery store and the person's looking for some crackers or something, and they want to ask the employee, where is the cracker aisle, they can interpret in sort of a simple situation like that. So you sort of get the idea about the difference between those two situations.
At the DBSC, lately we have required training. And it's basic training. It doesn't really go in depth. But the training that we do offer now is a little more stricter guidelines that we have set up. The training we've made errors and, of course, we have learned from our mistakes and we haven't had really clearly defined policies and so now when we provide training, we provide an orientation, and this is my sign for orientation. And during the orientation process we explain about deaf-blind culture, communication, different communication modes, what is the cause of the possible blindness. There's four basic causes, four popular causes. I'll talk about those a little later.
Also how to guide. Guiding techniques. For communication, the communication training pretty much would mean that you would use tactile. Some people might be a little bit shy of doing that so after their training, proper hand placement and not being all over the place, but the proper parameters to save your arms and shoulders. It's important that individuals have this kind of training. There's also tracking which is -- let me back up a little bit. With tactile interpreting, this would be used with a fully deaf-blind individual but somebody who has limited vision for possible tunnel vision, you would use tactile. Possibly. Now, tracking, where the arm is placed -- this is what we call tracking. Sometimes the individual can't see because of improper lighting so tracking kind of helps keep the eye gaze from going all over the place. It keeps the eye gaze within certain parameters.
After the guiding techniques, the appropriate and proper way to guide, you know, like placing the hand on the elbow. You don't pull the hand or drag the person here or there. After they go through that initial training, after the training, it's required to have role playing techniques. And so the individual who will have like an ear piece or an eye piece to make them be blind or deaf, and this really creates quite an awareness in using the individuals that are going through the training will understand what it's like or get a basic idea what it's like to be deaf-blind. And how important it is to have visual information constantly reinforced and this kind of helps them get the big picture.
Second of all, which is called the SSP workshop, we talk about the policies and procedures and the respect and no discrimination. Things like that. And basically how to learn how to basically have your parameters, for example, it's true, this really happens because it's an example. In a nursing home situation there was one deaf-blind individual who was totally isolated. It was in a hearing environment. And so the SSP went and made some visits. And the social worker had made comments to the SSP, they were and they were kind of interpreting and the SSP person said, well, actually, you need to talk with the other advocate because I'm not an interpreter. The SSP basically had to set forth their boundaries and stay within their boundaries. If the -- let's say if the deaf-blind person says, "I would like to go store" and the SSP says I'm already at my maximum time of three hours, I have other plans or an appointment, if the individual does not, if the SSP goes ahead and helps, it's kind of like robbing of their time and so this training pretty much helps the SSP know what they can and can't do. Those are some examples of the do's and don't's.
The SSP, what they can't do is interpret. Sometimes talking about legal situations or legalese. A lease with a landlord. They're not really skilled signers, on the interpreter level. SSP can't help with physical moving like furniture, moving furniture and stuff like that. The reason being the Deaf-Blind Service Center does not have insurance coverage. If a person gets hurt on the job, they have a clause, we have a clause in the policy they would not be able to sue the Deaf-Blind Center Service. And we go through these with role playing.
In the past, long time ago in the past, there was no training offered for deaf-blind clients. There was nothing of any sort. And basically it was just a brief description and they would have to figure out the policy themselves and then problems would come up. For example, like the Deaf-Blind Service Center might require an admission fee, parking fees, things like that. And deaf-blind people, if they haven't read the rules, they did not know about these little rules and policies. And so the SSP person is driving, you know, let's say providing transportation for the deaf-blind individual. And so when deaf-blind people do come in they learn through the training about what they need to pay for, what things are provided. The do's and don't's. We have learned from our past mistakes and work through that.
For the training for the SSP, and the workshops and the orientation as well as the deaf-blind training, not 30 years. I didn't mean that say that. This hasn't been going on for 30 years but in the past 30 times, 30 times a year is when we offer training. If it was 30 years I would be very old! The insurance that I had just mentioned about a while ago, the deaf-blind service center does not provide insurance. Car insurance or on the job injury. SSPs have to sign an agreement and not to make DBSC not be liable for any injuries but we encourage them to have automobile insurance in case there was an accident.
Any questions? Dorothy, did you want to add anything? Sure. Okay. Thank you. Are there any questions from the audience? Okay. I believe we have a question in the back. Could you identify yourself, please.
>> My name is Jen. And I'm an interpreting student at Western Oregon University. I was just wondering, it seems like deaf-blind people would want to have a high level of trust with their SSPs. And I'm wondering how a deaf-blind person goes about finding a good SSP that they can trust and work well with?
>>Nancy: Excellent question. Myself as the SSP coordinator am responsible for the training and also doing an evaluation in order to decide if their personality suits the job, if they have signing skills compatible with the job, if they're able to match the personality of the deaf-blind consumer so my role is really to match people up. So when we first got together we had a meeting and discussed, we discussed these sort of things -- the deaf-blind person, the SSP, et cetera -- and people let me know if it's not working out because there might be some kind of communication conflict or other problem that's not resolvable. Then we will get a substitute SSP. We will try somebody else. But the SSP really, if they sign a contract they have to agree to go to work every week for three months. And then after that three months, they can renew their contract or they can decide to get another SSP. So that's the way it's set up right now in terms of getting recruiting. Does that answer your question?
>> My name is Deanna and I'm deaf. I'm a student in the training program at Western Oregon University. I'm just curious what your preference is for a person to become an SSP? Do you prefer that the person knows about deaf-blindness before becoming an SSP in would you rather have a previous knowledge and experience or just go in, get the training when they start becoming working as an SSP.
>>Nancy: Well, my experience in Seattle, in the college setting, is that we do provide interpreters to deaf-blind people who are able to talk about deaf-blind culture, things like that. So people get an idea of it before going into the SSP program. But for example, if they have no experience they could still come in and work in the SSP program even they they don't have experience about the deaf-blind, they would have to go through an orientation and a training before hand. And then they could get involved in the deaf-blind club, they could get -- and get an idea what the culture is like of deaf-blind people and see if assist something, an environment in which they feel comfortable before they welcome an SSP. Does that answer your question? Any other questions, please?
>> My name is Beth. I'm also a student in the interpreting program at WOU. Two questions. How long has the training program? And afterwards is there an internship or mentorship program you go through or are you just connected with the person immediately?
>>Nancy: I hope I can answer your question. It's a one-time training and you're done. It's a one-day training. And it's two and a half hours and that's it. And it's free. And the second part of your question, you asked about if there's some sort of mentorship program that goes along with the training and there really is no mentorship program that goes along with it. That's really separate. If you are interested in finding out more about that come up and talk with me after this presentation. Okay?
>> Okay. Thank you.
>>Nancy: any other questions? Any more questions from anybody?
>>Dorothy: Thank you so much. I want to thank you and our time is up for the workshop. It was a wonderful presentation. And I want to tell the audience something before they leave so do you want to sit?
>>Nancy: I'll just stand right here. I'm not going to sign.
>>Dorothy: Then I better sit. I want to thank you all for coming today. If you have any more questions, feel free to contact me, Nancy. Nancy is leaving tomorrow morning so you could talk to her later. We have evaluation forms. Please fill out how you like this workshop. And also don't forget to come and pick up papers here on the table if you want to take them home with you. Good information. One more thing we forgot to tell you that the word "support service provider" originated, it originated from American Association For The Deaf-Blind. That's the national organization for deaf-blind people. It's all -- owned by deaf-blind people. Teresa smith from Seattle thought that up a long time ago and we recognize the need for people who went to a conference needed support at a conference. So they developed that term, "support service provider," and ever since then, the United States has been using that word. Like Nancy said, Seattle took that word and developed a program in Seattle. Well, I think the Association Of The Deaf-Blind coined the word so that's how we got the word, support service provider. Canada doesn't but that's okay. Thank you for coming and I hope you enjoy the rest of the week. Oh, sure.
>>This is Jackie. Where do you want us to put the evaluations?
>>Dorothy: That's a good question. I don't know. Why don't you put them, give them to me and I'll give it to Cheryl. I thought there was supposed to be a volunteer in every room. I didn't see one. Okay. I will give it to Cheryl.
>> Two more hands up.
>> I'm a volunteer. I can take them if you want.
>>Dorothy: okay. Give it to Beth, please.
Thank you. [ applause ] thank you, Nancy.
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Last modified on 06AUG01