occupational health education, mine safety and agriculture. Brief biographies of the committee members appear in Appendix A. The committee commissioned five white papers (see Appendices D-H) and organized a workshop on May 29–30, in San Diego, California. The white papers were intended to set the stage for the workshop, and do not necessarily represent the views of the committee or the NRC. The workshop included participants from industry, academia, community organizations, and government with expertise in health and safety aspects of agriculture, mining, manufacturing, and service organizations (see Appendix B). The white paper authors made presentations and these were followed by discussion among the participants (see Appendix C).

This workshop summary is a synopsis of the presentations and discussions at the workshop. It does not contain any conclusions and recommendations. The conclusions and recommendations in the white papers represent the views of the authors and not necessarily those of the committee or the NRC. It is intended as input to the NIOSH strategic planning in this area. Chapter 2 discusses the available information and identifies information gaps regarding risks and adverse events for Latino workers. Chapter 3 examines the available health and safety training resource materials for Latino workers, especially for those with little or no English capabilities; in particular, it discusses issues of the linguistic and cultural appropriateness of materials. Chapter 4 considers issues surrounding the assessment of existing materials and the development of new materials. Chapter 5 discusses the various means of conveying information to Spanish-speaking workers, again focusing on cultural appropriateness and ways of maximizing understanding. Chapter 6 summarizes the discussion in the prior chapters and presents some overarching issues raised by the workshop attendees.

Workshop participants agreed that the highest priority for efforts to improve safety and health for this population should be on communication with Spanish workers who speak, read, and understand little or no English. Within this category there are differences in vocabulary by country of origin and differences in dialect within the country of origin. Some of these differences may extend to terms important for worker safety, such as names of equipment or tools. Some of the efforts to develop language-appropriate safety communications will need to take this into account. As will be discussed later, cultural variations in perceptions of risk and the need for protection are also important, as is the use of culturally appropriate ways to communicate safety information.



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