Spanish Language Outreach Project

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Executive Summary of the National and Regional Project

Project Goals

The Spanish Language Outreach Project (SLO) is a five-year collaborative national initiative of the ADA National Network (ADANN), 10 regional ADA centers, and the ADA Knowledge Translation Center. The overarching goals of the SLO are to:

1. Develop a deeper understanding of the context of Spanish-speaking communities through research and expert consultation.
2. Assess the diverse regional and national community needs of Spanish-language speakers in the U.S.
3. Develop plans to reduce barriers to language access.
4. Identify and develop knowledge translation interventions, products, and resources targeted to Spanish-language communities.
5. Develop connections to new outreach partners and trusted community leaders to better support dissemination, training, and technical assistance.

This report addresses goal #1.

Approach

Individuals at a national level and across 10 ADA regions reported on barriers that Spanish- speaking communities face, how they access and share information, and suggestions to improve outreach efforts. At the national level, participants were 14 leaders working directly with Spanish speaking and/or disability communities from nine national organizations. Regional participants included 46 community members that are a part of, work with, or are involved with members of the Spanish-speaking community living with or without disabilities. Most regional participants identified as parents of someone with a disability, people with disabilities, community resource managers, or directors of programs at their organizations.

National Findings

Participants report language to be the number one barrier for the Spanish-speaking communities they serve at a national level. This includes insufficient or ineffective translation and interpretation services, bilingual staff, and resources in plain language. Other common barriers are lack of information about rights and disability, fear and lack of trust related to immigration status, and the stigma attached to disability and mental health in the community.

Regional Findings

Like national findings, language was the most discussed barrier for the Spanish-speaking community across ADA regions. Participants report that many people in this community do not know what resources and programs are available to them. Further, fear or lack of trust based on immigration status impacts access to services. Other common barriers are stigma, lack of education on disability, technology, discrimination, low literacy, and survival mode.

Recommendations

Participants gave recommendations for ADANN to improve outreach to Spanish-language communities. At national and regional levels, in-person trainings and partnering with local organizations were most frequently recommended. Nationally, members suggested utilizing social media, valuing representation, and understanding the needs of the community. At regional levels, community members suggested making information culturally accessible and relevant and tailoring information based on specific state needs. These recommendations reflect the Spanish-speaking community’s barriers to accessing ADA information and emphasize the need for specific training and materials related to ADA so the community can be informed and more aware of their rights.

Section One: Context and Background

This report presents the regional results from the first stage of the project for Rocky Mountains ADA Center; and includes the following main sections:

1. Background and national context.
2. Individual regional findings outlining the context and qualitative interviews conducted with community members of Spanish-speaking communities.
3. A summary of the overall key findings and recommendations of the first stage of the project.

The appendix includes a list of organizations for outreach in the region.

This section describes the national context and background of Spanish-speaking communities in the United States (U.S.). It first considers the complexity of conducting outreach to Spanish-speaking people and then provides key demographic information about the communities.

Spanish-Language Speakers in the United States

Spanish-speaking communities are extremely diverse. Hispanic, Latino, and Latina are the most common terms used to describe or count people within Spanish-speaking communities in the U.S. The Hispanic or Latino category used by the federal government includes individuals of Spanish origin. For example, the U.S. Census Bureau reports and collects data on the ethnicity of Americans and defines “Hispanic or Latino” as a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin regardless of race. The census questionnaire allows individuals to write in answers to specify their Hispanic origin or other ethnicity related to their Spanish-speaking identity. Some surveys, including the census, separate the question about Latino, Hispanic, and Spanish origin from race. Individuals who fit into this category may identify with any one or a combination of many different races.

While the categories of Hispanic and Latino and Spanish-speaking are sometimes used synonymously, the category of Hispanic or Latino does not perfectly match the totality of the Spanish-speaking population in the U.S. Most Latino or Hispanic people speak Spanish, and Latino refers to the identity of people who are native to or have cultural ties to Latin American countries. It does not necessarily indicate one’s preferred language. Individuals from non-Spanish-speaking countries in Latin America where Portuguese, French, Creole, or other languages are more commonly spoken may also have a Latino or Latina identity. Hispanic generally refers to family origin in Spanish-speaking countries, including Spain. It is important to recognize that not all Spanish-speaking individuals embrace or use the term Latino or Hispanic to describe themselves. For example, some individuals prefer to identify by their country of origin. Others are critical of the Spanish language and its gendered noun structure, and terms that maintain a gender-neutral tone, such as Latin/x, are now in use.

To match the federal categorization and the most common terminology used in reporting efforts, Latino or Hispanic are the terms most used in this report. As the Spanish-speaking population in the U.S. is extremely diverse, it is necessary at times to switch terms in this report, such as when referring to personal accounts or data sources where other terms are used.

Hispanic and Latino People in the U.S.

As of 2020, there were 62.1 million Hispanic, Latino, or Latina people in the United States. This population includes people of Cuban, Mexican, Puerto Rican, South or Central American, and Spanish descent. Of all groups, Mexicans are the largest group at 61.4 percent. States with the largest Hispanic/Latino population include California, Texas, Florida, New York, and Arizona (U.S. Department of Health and Human Services Office of Minority Health, 2022). Hispanics and Latinos are also one of the fastest-growing populations in the country. In the last decade, the Hispanic population increased by 23 percent (Pew Research Center, 2022). Figure 1 shows the number of Latinos/Hispanics by state from 2017-2021 in the U.S.

Hispanic and Latino People with Disabilities in the U.S.

Additionally, as the Hispanic/Latino population continues to grow in the United States, the number of people with disabilities in these communities has also increased. In 2018, there were 5.3 million Hispanic or Latinos with disabilities in the United States. Figure 2 on page 8 shows the percentage of Latinos/Hispanics with disabilities per state from 2017-2021. Despite the growth of the population across the country, Hispanics continue to face underrepresentation and access disparities in areas such as education, health care, employment, and civil rights. For Hispanics with disabilities, there are additional barriers as they simultaneously navigate cultural and health-related differences. These barriers include language barriers, lack of access to information, immigration status, discrimination, and fear, among many others. These barriers impact access to information.

Barriers to Sharing Information About Rights in Spanish-Speaking Communities

The Hispanic and Latino population in the U.S. has rapidly grown for several decades and is one of the fastest-growing ethnic groups. Within this diverse population, many communities have historically faced substantial barriers to full inclusion in everyday life. Some of the barriers or challenges are connected to limited access to employment, education, and legal services. Outreach to educate community members about their legal rights is an essential part of removing these barriers and addressing discrimination. Hispanics and Latinos face inequalities and barriers when accessing information in various areas of life.

Language Barriers

One of the main barriers to informing individuals and communities about their rights is language. While an increasing number of Hispanics and Latinos are bilingual, Spanish is often spoken in homes, communities, and with certain family groups. Many basic resources and information about rights are only provided in English and are not widely available or used by Spanish-speaking individuals (Garcia et al., 2020). Language barriers are especially troublesome when it comes to navigating legal decisions, where legal language is particularly complex. Many Spanish-speaking people have faced barriers to full and equal access to education which can impede their understanding of such information. Spanish-speaking individuals are also more likely to face barriers in accessing legal services. Language differences are an issue when it comes to accessing information and communicating with professionals and can lead to discrimination in settings such as schools, workplaces, and public places (Ell et al., 2015). This barrier goes beyond translation, as there is also a lack of culturally competent information in Spanish. Most information that is available to the Hispanic community is not translated accurately or adapted to the Spanish language, which often creates confusing and ineffective content (Khan et al., 2013).

Mistrust and Fear

Hispanic and Latino populations commonly report fear or mistrust in accessing legal experiences. Even when experiences may amount to discrimination or abuse. Mistrust is commonly attributed to reports of abuse or mistreatment within the legal system, previous negative experiences, or family members’ encounters with law enforcement agencies (Cedillo, 2019). Even if individuals know about their rights, they may be reluctant to exercise them.

Mistrust can also be tied to xenophobia, racism, and other forms of discrimination. In a study conducted by Polek et al. (2019), participants shared they were denied interpreting services which caused them to delay seeking care until their symptoms worsened. In another study, participants had similar experiences and shared that they were discriminated against as new immigrants with limited English proficiency when physicians would hear their accents when speaking on the phone (Neary & Mahoney, 2005). Discrimination also comes up when discussing advocacy. Advocacy is important for Hispanics with disabilities and parents of children with disabilities because it gives individuals the opportunity to influence disability laws and policies (Cohen, 2013). In Cohen (2013), researchers share that discrimination is one of the barriers that put Hispanic parents at a disadvantage, leaving them with a lack of knowledge about special education and social service programs that affect their children.

Economic Barriers

Financial and economic barriers pose significant challenges for the Hispanic and Latino communities. Hispanic and Latino families, especially those with disabilities, are more likely to experience poverty and unemployment compared to their counterparts (Suarez-Balcazar et al., 2020). Economic barriers can lead to low literacy, low employment rates, and the underutilization of social services. Research by Suarez-Balcazar et al. (2020) shows that without sufficient economic resources, individuals cannot obtain adaptations or accommodations to participate in their community, demonstrating the impact of socioeconomic status (SES) on everyday life. Low education and health literacy are other aspects of SES that play a role in lack of access to resources. Beccera et al. (2016) discuss the impact of these barriers, which include lower utilization of healthcare services, poor patient-physician communication, and higher rates of hospitalization. Employment and income also play a role in SES as Hispanics with disabilities are underemployed, and those that are employed are underpaid and lack benefits (Suarez-Balcazar et al., 2020).

Immigration Status

Immigration status can be a major barrier for many Hispanic and Latino populations. Fear of deportation prevents Hispanics and Latinos that have migrated to the U.S. from reaching out to professionals for support (Ijalba, 2016). Immigrants often seek information from family members or individuals they trust, rather than professionals, which can lead to misinformation (Becerra et al., 2017). This fear can also be influenced by a lack of knowledge about their rights or legal resources. Suarez-Balcazar et al. (2020) note that unawareness of law protections, fear of deportation, and mixed household status all contribute to a family’s ability to access legal or social services. This article also mentions that since undocumented immigrants are no longer eligible for services post-high school graduation, they may not receive support for housing or employment, which also contributes to low resource utilization (Neary & Mahoney, 2005). Immigration status also plays a role when it comes to relationships with professionals. In their article, Neary and Mahoney (2005) include the following quote: “Some Latinos won't speak up, they settle for what they're told, Latinos who aren't citizens may be afraid to speak up. They'll settle for anything authorities tell them.” This emphasizes the experiences immigrants with disabilities face while advocating for their rights within healthcare settings in the U.S.

The Americans with Disabilities Act

The Americans with Disabilities Act (ADA) is a law that strives to ensure that individuals with disabilities are not discriminated against and have the same rights and opportunities as everyone else. Knowledge of this law can support the ongoing effort to address the disparities that Hispanic and Latino individuals with disabilities and their families face. The ADA consists of the following five titles, which cover protection in employment and access to health care:

• Title I requires employers to provide accommodations for applicants and employees with disabilities while prohibiting discrimination in all aspects of employment.
• Title II ensures that public services do not deny services to people with disabilities or discriminate against people with disabilities from participation in services available to those without disabilities.
• Title III requires that all new construction and modifications be accessible to individuals with disabilities.
• Title IV ensures that telecommunication companies offer relay phone service to individuals who use telecommunications devices for the deaf or similar devices.
• Title V prohibits individuals from coercing, threatening, or retaliating against individuals with disabilities or others attempting to help these individuals declare their rights.

Even though the ADA offers legal protection to address some of the barriers that Hispanics and Latinos face, many Spanish speakers remain unaware of its purpose, despite many reports of the need for services within this community. In Velcoff et al. (2010), Latinos with disabilities shared that services such as vocational rehabilitation (VR) played an immense role in their education but failed to provide the same support after graduation. Others shared that they were unaware of services to help understand the law or that they felt a mistrust of the services, due to the lack of connection with the Latino community, that negatively influenced their employment opportunities. Employment is only one domain where Hispanics and Latinos with disabilities are unaware of relevant resources. In fact, there is a need for additional resources across all the areas the ADA affects, including health (The National Coalition for Latinxs with Disabilities, 2020).

Outreach Strategies to Reach Spanish-Speaking Disability Communities

There has been little research done to determine the best methods to reach Spanish-speaking people with disabilities and their families. Spanish language outreach to people with disabilities and their families is essential to improve knowledge about their rights and responsibilities, improve the quality and relevance of existing services, and meet the goals of the ADA for all Americans to participate in everyday commercial, economic, and social activities. Spanish-speaking communities face many barriers to accessing the different areas that the ADA covers such as places of employment, educational institutions, healthcare facilities, government services, public transportation, and places of public accommodation. Improved ADA outreach efforts can better equip individuals and communities to remove these barriers.

Unfortunately, much of the research about Spanish-speaking disability communities only provides surface-level insight due to the complications involved in collecting accurate information about Hispanics and Latinos related to the aforementioned barriers associated with language and cultural differences, SES status, and a lack of trust associated with research (Kao et al., 2012). Most of the evidence to date on outreach to Spanish-speaking disability communities relates to health promotion and sharing information or resources to address health disparities. These studies provide some useful context for how to conduct similar outreach efforts with ADA information. Successful outreach strategies have involved leveraging community partnerships, identifying family supports, and developing culturally tailored information.

Community Partnerships

One of the most effective outreach strategies is partnering with trusted community-based organizations (CBOs). Partnering with organizations that have established relationships with community members and are trusted sources of information is vital when dealing with delicate issues such as legal rights. Successful health promotion initiatives for people with disabilities and their families often involves community partners that have close ties with family and community members. A study by Brennan et al. (2014) on effective outreach strategies to connect elderly Latinos with depression to social services discusses important aspects of conducting outreach with this community. These include in-person, in-home assessments; building rapport in a culturally appropriate manner; the involvement of family as a resource; the creation of social networks with similar experiences; and the maintenance of relationships over time. Compared to traditional outreach models, this initiative created a supportive community and increased self-esteem and self-worth in individuals with depression. An ongoing community-based project by Ravenell et al. (2015) seeks to increase stroke literacy through the distribution of resources at church. In this study, participants are either presented with an educational brochure, which represents usual care, or a short culturally tailored film. The church setting was selected due to its importance in minority communities, allowing researchers a place to reach and interact with the Hispanic population. Although the study is still underway, the hypothesis is that participants who receive the culturally adapted film will demonstrate greater stroke symptom recognition compared to the usual care participants due to the narrative approach, which has been successful when distributing cancer knowledge, HIV awareness, and substance use prevention resources to the Hispanic population in the past.

Family Supports

Macias et al. (2018) conducted a comprehensive review of community outreach to people with developmental disabilities and their families. They found that efforts that directly connect individuals to resources, such as parent-to-parent support groups, are particularly effective. Leveraging existing community and family support is important for successful outreach efforts. A popular initiative to increase access to health-related information used in the Hispanic community is the Promotora model. Promotoras are community leaders who assist others in developing healthy lifestyles, empowerment, and community participation (Suarez-Balcazar et al., 2020). In a study done by Magana et al. (2014), Promotoras were Latinx mothers of children with disabilities that empowered other mothers of children with disabilities through their advocacy and service training. Promotoras are one of the most common resources in the Hispanic population because they incorporate community values, promote a trusting relationship, and communicate through the same language (Magana et al., 2014).

In a study conducted by Gannotti et al. (2004), health communication researchers recommend that outreach materials and educational resources for culturally diverse populations be created with consideration of values about disability rather than just translated. Although the Hispanic population is diverse, many cultures share similar values such as religion, familismo, and community building, which many professionals fail to consider when creating resources (Magana, 2000). Familismo is defined as “the belief in the commitment of family members to their family relationships. Family members feel an obligation to assist fellow family members especially when they are in need” (Steidel & Contreras, 2003). Familismo is used to describe the unique cultural value and approach to family life shared among many Latino families. This is demonstrated in an article written by Ijalba (2016), who found that Hispanic immigrants tend to seek autism information from family members rather than professionals for various reasons, including a sense of trust. In Cohen (2013), researchers mention that cultural models such as familismo need to be incorporated into resources, as they can enhance the access and effectiveness of services for Hispanics.

Culturally Tailored Message

There is a growing body of research about the best methods to share information in a culturally relevant way. Studies discuss ways to make premade resources such as fact sheets, brochures, and videos more accessible. In a study conducted by Steinberg et al. (2003), Hispanic parents of deaf children shared that the most helpful resources included signed or cued instructions and parent meetings while written and video content were the least beneficial. This study emphasizes the preference for face-to-face interactions since they allow the opportunity for personal connections between parents and professionals. Additionally, Lajonchere et al. (2016) address health literacy in the Hispanic population, and participants shared that plain language, briefs between 2-4 pages, definitions for medical jargon, and figures or images to accompany written language are the best ways to inform the community about these topics. Another successful strategy is developing and sharing culturally tailored outreach materials collaboratively with community members in mind. For example, creating (rather than translating) Spanish-language materials with local community-specific references helps to build trust with Hispanic communities and improves the likelihood of effective outreach (Flores, 2017).

Even though there is a large body of literature that discusses the barriers Hispanics encounter about healthcare outreach, or their perceptions about and experiences with disability, to the best of our knowledge there is no specific information related to how Latinos/Hispanics interact, share, or understand the ADA and civil rights. To fill this knowledge gap and understand how ADA information can be better delivered to the Spanish-speaking community, the following sections of this report describe the perspectives of 46 community members across 10 ADA regions and the perspectives of the leaders of nine national organizations on barriers that the Spanish-speaking community faces and how it accesses and shares information, followed by some recommendations for the ADANN to improve outreach efforts to this community.

REGION 8: Rocky Mountain ADA Center

What Is Unique About the Population in Region 8?

Region 8 consists of the states of Colorado, Montana, North Dakota, South Dakota, Wyoming, and Utah.

Overall, Region 8 is home to a diverse population with a significant minority population. According to the U.S. Census Bureau's American Community Survey (ACS), the minority population in this region makes up approximately 24% of the total population.

The largest minority group in this region is Hispanic and Latino, with a population of approximately 2 million people. This group is concentrated in Colorado and Utah, where they make up over 15% of the population in each state. African Americans are the second-largest minority group in the region, with a population of approximately 300,000 people. The African American population is concentrated in Colorado and Utah. Native Americans and Asian Americans also contribute to the region's diverse population.

Native Americans have a significant presence in South Dakota and Montana, while Asian Americans are concentrated in Utah and Colorado.

English is the most spoken language in the region (83.3% of the population), followed by Spanish (10%), Indo-European (1.2%), Pacific Islander (0.8%), and German (0.8%). There are more languages identified but these are the most common languages for the region.

Region 8 States

Colorado

Colorado has the largest group of Spanish speakers, with approximately 1.2 million individuals identifying as Hispanic or Latino, making them 22% of the state's population and 17.3% of the state's labor force. Within the last decade, there has been a growth of over 15% percent in their population. Denver (206,207) and Aurora (119,878) are the cities in Colorado with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-speaking population is predominantly from Mexico, Puerto Rico, and El Salvador.

Utah

Utah has the second-largest group of Spanish speakers. Approximately 488,000 individuals identify as Hispanic or Latino, making them 14% of the state's population and 16.6% of the state's labor force. Within the last decade, there has been a growth of over 14.6% percent in their population. West Valley (56,396), Salt Lake (39,658), and Ogden (26,119) are the cities in Utah with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-speaking population is predominantly from Mexico, El Salvador, and Peruvian.

Wyoming

Wyoming has the next largest group of Spanish speakers. Approximately 60,000 individuals

identify as Hispanic or Latino, making them 10.5% of the state's population and 8.8% of the

state's labor force. Within the last decade, there has been a growth of over 28.8% percent in

their population. Cheyenne (10,447), Casper (4,996), and Rock Springs (3,570) are the cities

in Wyoming with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-

speaking population in the region is typically from Mexico, Puerto Rico, and El Salvador.

Montana

Montana has the next largest group of Spanish speakers. Approximately 46,000 individuals identify as Hispanic or Latino, making them 4.2% of the state's population and 4.1% of the state's labor force. Within the last decade, there has been a growth of over 27% percent in their population. Billings (8,034), Great Falls (3,198), and Missoula (3,104) are the cities in Iowa with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-speaking population in the region is predominantly from Mexico, Puerto Rico, and El Salvador.

South Dakota

South Dakota has the next largest group of Spanish speakers. Approximately 36,000 individuals identify as Hispanic or Latino, making them 4.1% of the state's population and 5.5% of the state's labor force. Within the last decade, there has been a growth of over 23.8% percent in their population. Sioux Falls (10,496), Rapid City (4,374), and Huron (2,013) are the cities in South Dakota with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-speaking population in the region is predominantly from Mexico, Puerto Rico, and El Salvador.

North Dakota

North Dakota has the next largest group of Spanish speakers. Approximately 30,300 individuals identify as Hispanic or Latino, making them 4% of the state's population and 2.6% of the state's labor force. Within the last decade, there has been a growth of over 50% percent in their population. Fargo (4,024), Minot (3,390), and Williston (3,277) are the cities in North Dakota with the most concentrated Latino/Hispanic populations. Culturally, the Spanish-speaking population in the region is predominantly from Mexico, Puerto Rico, and El Salvador.

Disability Statistics Per State in the Region 8 Latino/Hispanic Community

Based on the most recent census data, it is estimated that:

• Colorado has almost 1,280,000 Latinos, and approximately 10.3% have a disability.
• Utah has almost 488,000 Latinos, and approximately 8.2% have a disability.
• Wyoming has almost 60,500 Latinos, and approximately 14% have a disability.
• Montana has almost 46,000 Latinos, and approximately 12.3% have a disability.
• South Dakota has almost 36,000 Latinos, and approximately 8.8% have a disability.
• North Dakota has almost 30,000 Latinos, and approximately 11.4% have a disability.

Which States From Region 8 Participated in the Interviews?

As shown in Figure 3, all the interviews were conducted with community members from Colorado and South Dakota. No interviews were conducted with community members from Montana, North Dakota, Wyoming, and Utah.

Observations From the Interviews

Participants

Four community members participated in the interviews. Two participants were female, two were men, and most of them had minimal knowledge about the ADA. Most interviews were conducted in English. All community members were associated with community resource centers in their states, and participants had different roles in the community. Figure 4 and Table 1 show specific data about these characteristics of participants.

What Did We Find?

The following table organizes the three main sections of the interviews: barriers, access to information, and recommendations from the community.

1. Language Barriers

Participants from Region 8 shared that language is a significant barrier for the Spanish-speaking community. Language barriers include a lack of information in Spanish from known organizations, lack of bilingual staff, and lack of translation services.

2. Stigma on Disability and Mental Health

For participants in Region 8, the stigma associated with disability and mental health can become a significant barrier to accessing information and services.

3. Immigration

Immigration status is also a significant barrier for community members in Region 8, as it creates a lot of fear for the community.

4. Racism/Discrimination

For community members in this region, racism continues to be a significant barrier. This can lead to reduced access to services and information, housing problems, and a lack of respect for the community in the workforce and other areas.

5. Low Access to Resources

For participants, there are only a few places in the area in which Latinos/Hispanics can receive support. The availability of resources is scarce, and people need to travel to get support or services.

Access to Information

For participants in Region 8, there are four main ways in which the Spanish-speaking community accesses information: social media, word of mouth, text messages, and community stores and churches.

Recommendations

Based on the testimony of participants, there should be more partnerships with community organizations and better materials in Spanish.

Suggested Next Steps for Region 8

Based on the recommendations from the community members in Region 8, the region should take the following specific steps:

1. Increase outreach efforts across the region and develop new connections with Latino/Hispanic organizations in the area as this community continues to grow, such as the East River area of SD, where there is a high Latino population.
2. Connect with organizations that have already created trust in the Latino community, such as Centro de la Familia (Salt Lake City, UT), which provides programs for children and families around educational success; Colorado Latino Leadership Advocacy & Research Organization (Denver, CO) which provides programming for youth, families, and elders on healthcare, civic engagement, and local community resources; NEWSED Community Development Corporation (Denver, CO), which promotes economic success for underserved populations primarily through housing education, financial literacy, small business, and affordable housing; Caminando Juntos (Sioux Falls, SD), which is a long-established organization that assists immigrant families and provides legal services, adult educational programming, and community resource sharing.

Section Three: Key Highlights and Recommendations

This section provides key highlights from the first stage of the project as a whole and includes consolidated findings and recommendations from the national and regional interview data.

Observations From National and Regional Interviews

This last section of the report summarizes all the information gathered at both regional and national levels. Collectively, results from national and regional interviews have many similarities. The following comparative table shows the topics identified at both levels in terms of barriers and recommendations to address those barriers.

After comparing the information gathered, the following observations were made:

1. Language barriers were identified in both national and regional interviews as the primary barrier for the Spanish-speaking community.
2. Other barriers, such as lack of access to information, fear, lack of trust, stigma about disability, low literacy, and technology were identified in both national and regional interviews.
3. Barriers such as challenges in outreach and funding come from a more global perspective from national organizations.29
4. The discrepancy between barriers in some of the regions does not necessarily mean that the identified barriers are not present in each region. Some regions had higher participation in the interviews, which leads to more insight into barriers.
5. In-person training and partnering with local organizations at both national and regional levels were the most frequently recommended.
6. Because the number of participants is low, observations cannot be generalized, but they provide important and deep insights into the barriers that Spanish-speaking communities face across the U.S.

What We Found in Relation to the ADA

Based on the testimonies of members from the Spanish-speaking community, the following observations were made:

• From a national and regional perspective, the Spanish-speaking community is not well informed about disability and civil rights.
• 71% of the community members interviewed had never heard of the ADA or the ADANN.
• Some staff members from national organizations had not heard of the ADA before, specifically, those organizations that serve Hispanics and Latinos but not necessarily those with disabilities.
• Outreach efforts have not been successful in reaching the Spanish-speaking community, even though there are materials and information in Spanish for this community.

Based on community members’ testimonies, the Spanish-speaking community requires specific training and materials related to the ADA so the community can be informed, trained, and more aware of their rights. Results from this project suggest that people in the Spanish-speaking community might not access ADA information due to some of the following reasons:

• The information is not being delivered consistently in Spanish to this community.
• The information is too difficult for people in the community to understand and apply.
• People in the community do not know how ADA information applies to their specific case or situation.
• The fear and lack of trust related to immigration status and discrimination may interfere with access to ADA knowledge and any other legal or civil rights related information.
• Dissemination of ADA information is not reaching the Spanish-speaking community.
• Information may be translated, but it is not culturally appropriate.

Acknowledgments, Citation, Funding, and Contact

Acknowledgements

We would like to acknowledge the participation of the 10 ADA Regional Centers, the ADA-KT Center, the ADANN SLO Committee Members, and the national and regional interview participants for their contributions to this project.

Funding

This information was developed under 11 grants from the Administration for Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). However, its contents do not necessarily represent the policy of ACL, NIDILRR, or an endorsement by the federal government. NIDILRR grant numbers:

• 90DPAD0004
• 90DPAD0011
• 90DPAD0003
• 90DPAD0008
• 90DPAD0005
• 90DPAD0012
• 90DPAD0010
• 90DPAD0007
• 90DPAD0014
• 90DPAD0006
• 90DPAD0002.

Suggested Citation

Garcia-Torres, M., Gonzalez, O., Parker Harris, S., Gould, R., Herrera, A., Condon, O., & Harniss, M. (2023). ADANN Spanish Language Outreach Project Stage One. Research Report.

Understanding the Regional Context : Rocky Mountains AD A Center, Region 8 (pp 1-37).

Chicago, IL and Seattle, WA; ADA National Network Knowledge Translation Center.

Contact

ADA National Network

Website: https://adata.org/
Email: https://adata.org/email
Phone: 1-800-949-4232

Rocky Mountain ADA Center

Website: https://rockymountainada.org/
Email: https://rockymountainada.org/contact-us
Phone: 1-800-949-4232