D14C - Experiences of Deaf People Receiving Diabetes Education: The Need for Language Access

Key Takeaways of Your Research: 1. Deaf and hard-of-hearing people with diabetes experience challenges receiving diabetes education. 2. Language access is critical for Deaf individuals who need diabetes education, which could include an ASL-fluent DCES or medically trained ASL interpreter. 3. Using a Deaf language/mindset approach to diabetes education will lead to more holistic and quality care.

Background/Purpose: Diabetes is more common in Deaf and hard-of-hearing people (DHH) people than in hearing people, most likely due to an information disparity caused by a lack of language access. Language access ensures that DHH people with diabetes (DHH-PWD) receive information, such as diabetes education, in their native language, (American Sign Language (ASL)). Deaf-PWD often do not have access to an ASL interpreter at medical appointments. Research Hypothesis and/or Research Questions and Specific

Aims: The goal of this study was to use a community-based participatory approach to 1) understand the barriers and facilitators DHH-PWD experience when receiving diabetes education and 2) critical components to best provide diabetes education to DHH-PWD. Methods/Methodology: Two virtual meetings were held with a national community advisory board of DHH-PWD. Open-ended questions focused on diabetes information seeking, barriers to obtaining diabetes education, and what DHH-PWD want to see in their diabetes education. The meetings were recorded, translated/transcribed, and field notes were taken by two members of the research team. Field notes were then assessed for common themes.

Results: Eight diverse DHH-PWD (50% female; 50% type 2 diabetes; age range 36-67 participated.) The overarching theme was the urgent need for culturally tailored diabetes education that provides language access. Barrier sub-themes include lack of ASL interpreters who can effectively translate medical information, content delivered for hearing populations doesn’t fit the needs of DHH culture; and concerns with the credibility of online diabetes information. Facilitator sub-themes include need for visual representations; desire to learn from other DHH-PWD or individuals who understand DHH culture; need to learn in segments, using a scaffolding approach; supportive care partners, demand for ASL interpreters with training in diabetes terminology; and the need for DHH-friendly diabetes website. Conclusions (Impact on Diabetes Care and Education): DHH-PWD have language access needs, such as an ASL interpreter, at diabetes education appointments. Language access is critical for DHH health equity. Deaf people are legally entitled to an ASL interpreter if requested. Ideally, an ASL interpreter is medically trained. Diabetes education that is culturally and linguistically tailored is necessary to meet the needs of DHH-PWD. Source of Funding for this Research: This work was funded by the Gordon and Betty Moore Foundation through grant GBMF9048.