| Course | INHE 4009 Cultural Humility and Diversity |
|---|---|
| Week | Week 7 |
| Paper type | Community profile |
| Length | About 550 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 4009 Week 7
Two Counts of One Community: A Profile of Deaf Monroe County, New York, Setting Survey Data on Hearing Difficulty Beside What Deaf-Led Sources Say About Deaf Life
Student Name
Walden University
INHE 4009: Cultural Humility and Diversity
Instructor Name
Month Day, Year
Two Counts of One Community: A Profile of Deaf Monroe County, New York, Setting Survey Data on Hearing Difficulty Beside What Deaf-Led Sources Say About Deaf Life
Why Monroe County
Monroe County, New York, which includes Rochester, is home to one of the largest Deaf communities in the United States per capita, partly because of the National Technical Institute for the Deaf at the Rochester Institute of Technology, established by an act of Congress in 1965. That makes it a good place to test how well survey data describe a community. This profile sets two kinds of source beside each other: federal survey data on hearing difficulty, and accounts from Deaf-led and Deaf-partnered sources about Deaf life and health.
What the Survey Data Show
The American Community Survey asks whether a person is deaf or has serious difficulty hearing. In Monroe County, the 2024 one-year estimates count 28,383 residents with a hearing difficulty, about 3.8% of the population (U.S. Census Bureau, 2025). The age pattern is striking: 18,583 of those people, about 65%, are 65 or older, and 12,624 are 75 or older.
Table 1
Residents of Monroe County with a hearing difficulty, by age, 2024 American Community Survey
| Age group | Residents with a hearing difficulty | |
|---|---|
| Under 18 | 572 | |
| 18 to 34 | 2,578 | |
| 35 to 64 | 6,650 | |
| 65 to 74 | 5,959 | |
| 75 and over | 12,624 | |
| Total | 28,383 | |
One-year estimates from table B18102; estimates carry margins of error not shown here.
These numbers mostly describe age-related hearing loss: people who grew up hearing, speak English and lost hearing later in life.
What Deaf-Led Sources Say
Deaf-led organizations describe something different. The National Association of the Deaf, the country's oldest Deaf-led civil rights organization, describes the Deaf community as people who share American Sign Language and a culture, including values, history and social life, and distinguishes being culturally Deaf from having a hearing loss (National Association of the Deaf [NAD], 2024). In Rochester, a community-participatory research partnership with Deaf sign language users developed a health survey in ASL because Deaf people had been excluded from standard surveys. That survey identified community strengths, such as a low prevalence of current smoking, and three health inequities: obesity, partner violence and suicide (Barnett et al., 2011).
Where the Numbers and the Community Diverge
The federal count and the community's account diverge in three ways. First, the survey measures a functional difficulty, not a language or culture, so it cannot say how many residents use ASL or identify as Deaf. Second, the survey comes only in English and Spanish, which can make it harder for people whose first language is ASL to respond accurately. Third, the survey's largest group, older adults with acquired hearing loss, is largely not part of the Deaf community at all. A health program planned from the survey numbers alone might offer hearing aids and captioning, which serve older adults with hearing loss, while missing what the Deaf community identified for itself: ASL-accessible mental health and violence services.
What the Profile Suggests
Health planners should use both kinds of source and say which group they are serving. Cultural humility asks practitioners to treat community members as the authority on their own lives (Tervalon & Murray-García, 1998), and in this county the community has already produced its own data.
References
Barnett, S., Klein, J. D., Pollard, R. Q., Samar, V., Schlehofer, D., Starr, M., Sutter, E., Yang, H., & Pearson, T. A. (2011). Community participatory research with deaf sign language users to identify health inequities. American Journal of Public Health, 101(12), 2235-2238. https://doi.org/10.2105/AJPH.2011.300247
National Association of the Deaf. (2024). Community and culture: Frequently asked questions. https://www.nad.org/resources/american-sign-language/community-and-culture-frequently-asked-questions/
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125. https://doi.org/10.1353/hpu.2010.0233
U.S. Census Bureau. (2025). American Community Survey 1-year estimates, table B18102: Sex by age by hearing difficulty [Monroe County, New York]. https://data.census.gov/
INHE 4009 Week 7 instructions, in plain terms
Community profile assignments ask students to describe a community's health and resources using more than one kind of source. Prompts often require public data, such as census or survey estimates, alongside sources produced by the community itself. Some ask students to identify implications for health services. Instructors look for profiles that use both kinds of source and analyze where they agree and differ. Profiles built only from public statistics, or only from community descriptions, usually score below those that hold both and explain the gap. Some prompts specify a community; others ask students to choose one they know or serve.
Inside the INHE 4009 Week 7 example
The profile explains why the county was chosen, noting the national technical institute that helped draw the community. A section reports survey counts of hearing difficulty, with a table by age and a note on margins of error. A section reports how a national Deaf-led organization defines the Deaf community and what a community-partnered ASL health survey found. A section explains three ways the survey numbers and the community's account diverge and what a program built on numbers alone might miss. A short final section recommends using both sources. The survey table notes that estimates carry margins of error, and the profile states the data year. Community sources are identified as Deaf-led or Deaf-partnered. The divergence section names three distinct ways the survey and the community's own account differ. A closing section recommends that planners say which group they are serving.
INHE 4009 Week 7 rubric: what earns full marks
Instructors generally reward profiles that use both kinds of source, and the paired sections secure the main share. Accurate survey figures, with age detail, earn credit for rigor. Reporting the community's own research, rather than only descriptions about it, shows respect for community knowledge. The divergence section is often where strong profiles stand out, because it explains why the numbers and the community tell different stories. Practical implications for health programs complete the analysis, with accurate citations for the survey, the community research and the Deaf-led organization. Identifying which sources are community-led makes the comparison between kinds of source transparent. Asking planners to name which group a program serves turns the analysis into a practical rule.
Common INHE 4009 Week 7 mistakes, and how to avoid them
Choose a community and find public data that count it in some way. Then find what the community says about itself, ideally from organizations it leads or research it took part in. Put the two side by side. Ask what each counts or describes, and who each leaves out. Explain what a program built from one source alone would miss. If finding community-produced sources is difficult, a sample profile for your community can show where to look. State the year of every statistic you use. Name the group your program is actually for, and say how you know.
Get a INHE 4009 Week 7 example written to your instructions
Tell the desk which community and place your section assigned, and include the prompt and rubric; a profile built from public data and community-published sources returns within 24-48h, the first free. Interviews with community members are neither conducted nor invented for the sample, and any you carry out stay yours to report.
More INHE 4009 papers and BS in Integrative Health samples
- INHE 4009 Week 1: Defining Culture Post
- INHE 4009 Week 2: Competence and Humility Comparison
- INHE 4009 Week 3: Self-Assessment
- INHE 4009 Week 4: Case Analysis
- INHE 4009 Week 5: Interpreter Scenario
- INHE 4009 Week 6: Generalization Post
- INHE 4009 Week 8: Source Critique
- INHE 4009 Week 9: Fee Policy Review
- INHE 4009 Week 10: Position Paper
- INHE 4009 Week 11: Humility Reflection
- INHE 4001 Week 7: Gap Analysis
- INHE 1005 Week 7: Source Evaluation
- INHE 3004 Week 7: Consent Form Review
- INHE 2001 Week 7: Teaching Plan
INHE 4009 Week 7 questions, answered
Where can I find a free INHE 4009 Week 7 sample paper?
The Monroe County Deaf community profile appears in full on this page.
How many county residents have a hearing difficulty?
About 28,383, or 3.8%, per the Census Bureau's 2024 one-year survey estimates.
Why do the survey numbers differ from the Deaf community?
Most counted residents are older adults with acquired hearing loss, while the Deaf community is defined by ASL and culture.
What did the Rochester ASL health survey find?
Strengths such as low smoking, and inequities in obesity, partner violence and suicide.
What would a program built on survey numbers alone miss?
ASL-accessible mental health and violence services the community identified for itself.