Conference & Workshop on Assistive Technologies for People with Vision & Hearing Impairments Assistive Technology for All Ages CVHI 2007, M.A. Hersh [ed.] THE NEED TO DEVELOP DEAF FRIENDLY MATERIALS FOR BLACK ETHNIC MINORITY DEAF EXPERIENCING IDENTITY ISSUES S. Ali, S. Naqvi, K. Carter, Deafax No. 1, Earleygate, University of Reading, Whiteknights Road, PO BOX 236, Reading, RG6 236, United Kingdom (UK) Text Phone: +44(0)870 770 2463, Tel: +44(0)870 770 2462, Fax: +44(0)870 770 2461 Email: sadaqat@deafax.org, saduf@deafax.org, ken@deafax.org Abstract: A challenge facing Black Ethnic Minority (BME) deaf people is the lack of cultural sensitivity or understanding towards their heritage and their Deaf identity. This raises several issues and demonstrates that groups do not really fully understand the profile of a BME deaf person and their background. This leads to many services being unable to fully accommodate the needs of BME deaf people. This paper builds on initial research into the make-up of the BME Deaf community, and seeks to gain a deeper understanding of this community with an aim to continue the research and development of appropriate visual material. The paper shares some of the initial findings and guidelines for creating appropriate Deaf friendly material for BME Deaf people. Keywords: Accessibility, BME Deaf, guidelines, Deaf friendly 1. Introduction BME deaf adults have less exposure to their own ethnic culture than that of their hearing counter-parts (Atkins, K., Rollings, 1998 ). Although ethnic and religious diversity is more evident, services still cannot fully accommodate the needs of minority ethnic populations within the Deaf community. Language choices such as BSL, English and a variety of home languages are complex and affected by a range of factors. Usually such decisions of language are affected by personal knowledge and preferences on the part of the parents (Ahmad et al, 1998). Interpreters are not always familiar with Asian culture and working with the Asian community, therefore often unable to understand the full cultural implication of the BME deaf person and are unaware of minority ethnic customs, culture, rituals, foods, festivals (Ahmad et al, 1998). In addition, the education system within deaf schools or hearing impaired units can often give little attention to minority religions, languages and cultures, something pointed out by many young people (Ahmad et al, 1998). This lack of support provision has caused other social problems to develop, such as high levels of drug abuse in the deaf BME community (Chamba et al, 1998). The lack of education within the Deaf community regarding cultural sensitivity means that many individuals have to turn to home and learn from family and friends. “Ethnic and religious identity was important for minority ethnic especially young, deaf people and many felt that the immersion in a “Deaf identity” had not afforded them access to these other, vital aspects of their heritage” (Ahmad et al, 1998). This paper aims to contribute a deeper understanding with regards to some of the issues that