2748-LB: Barriers to T1D Education for Deaf/Hard-of-Hearing ASL Users

Introduction and Objective: Current literature emphasizes that deaf/hard of hearing (D/HH) people generally have worse health outcomes than their hearing peers. Little is known about how the experiences of American Sign Language (ASL) users with T1D differ from hearing T1Ds in a medical setting. D/HH signers who do not have family members fluent in ASL often experience language and social deprivation. Reducing these impacts is imperative for reducing health outcome disparities. This study investigates barriers to accessing educational and management information about T1D for ASL users. Methods: Hearing and deaf adults over age 18 with T1D for ≥ 2 years (N=26) completed a survey about experiences with their medical team while receiving T1D care. 10 participants (4 hearing, 2 hard of hearing (HoH), and 4 deaf) completed one, 1-hour long interview. Using inductive coding, interviews were coded for descriptive and interpretive codes. Themes were analyzed based on hearing, HoH, or deaf assignment for intragroup themes. Themes were then compared intergroup to identify similar and diverging experiences. Results: 43% of all survey responses noted anxiety or feeling nervous before going to their routine T1D care appointments. Deaf ASL users all noted several years from initial diagnosis of T1D to being able to access and understand information about T1D, including: what T1D means, management strategies for blood glucose control, and why medications were prescribed and important. All deaf participants noted a lack of out-of-office resources available in ASL and felt uncertain about how to access support when issues arose in day-to-day management. Also missing were visual references during education sessions and healthcare professionals ensuring full comprehension of specialized vocabulary usage and management strategies. Conclusion: Results demonstrate that deaf ASL users’ needs for T1D education and management information are not being met by current practices and emphasize the importance of doctor-led, in-office education due to a lack of accessible resources in other settings. Disclosure T. Wrenn: None.