Items

• Becoming Protactile: Interactional Foundations of Protactile Language Development and Language Emergence
  During the COVID-19 pandemic, many DeafBlind children were left without access to educational services when schools went remote. This article presents findings from a project that brought DeafBlind adults into the homes of DeafBlind children during a historically unprecedented time, when a new language was emerging among DeafBlind people who call themselves “Protactile”.
• The Influence of School Shootings on Gun Policies and Public Opinion in the United States
• Factors associated with the successful vocational rehabilitation of individuals with usher syndrome: a qualitative study [dissertation]
  This dissertation investigates the remembered lived experiences of six individuals who were diagnosed with Usher syndrome, the effect that the progressive condition had upon their lives, and their experiences with vocational rehabilitation. The participants recalled details of their own reaction to the diagnoses as well as the reactions of their parents. Themes were identified in their responses that included independent dependence, Usher support, parental reaction, lowered expectations, hope, and ongoing change. The participants, three men and three women, reported periods of adjustment and sadness as well as hopes for their future, career accomplishments, and social interactions.
• THE RELATIONSHIP BETWEEN WORK AND HEALTH IN PERSONS WITH USHER SYNDROME TYPE 2
  This Swedish study investigated physical and psychological health in persons with Usher syndrome type 2, comparing those who worked with those receiving disability pensions. 67 adults with USH2 filled out a questionnaire. Results showed a high level of physical health problems in both the working and disability pension groups. Participants receiving a disability pension had significantly poorer psychological health than those who were employed. The study highlights the need for early rehabilitation, vocational training, and opportunities to access the labor market for people with USH2. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 110, No. 4, pp. 233-244.
• PSYCHOLOGICAL STRESS IN PEOPLE WITH DUAL SENSORY IMPAIRMENT THROUGH USHER SYNDROME TYPE II
  This study measured stress in people with Usher syndrome type II (USH2) and the influence of personal variables such as age, gender, and employment. Two questionnaires were filled out by 262 people with USH2. Results indicated that people with USH2 have a higher risk of experiencing stress, particularly in regard to orientation and mobility, chronic worry, and social isolation. The authors note the need for rehabilitation services to reduce stress in people with USH2, especially older, female, and unemployed people. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 109, No. 3, pp. 185-197.
• IMPLICATIONS OF DEAFBLINDNESS: The Physical and Mental Health and Social Trust of Persons with Usher Syndrome Type 3
  In this Swedish study, 15 adults with Usher syndrome type 3 filled out two questionnaires which covered a wide range of domains related to health and social trust. Results showed poor physical and mental health and severe problems with social trust among participants. Three participants had cochlear implants, and they reported fewer problems in these areas than the others. The authors conclude that interdisciplinary strategies are required to facilitate the rehabilitation of persons with USH3 throughout their lives. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 110, No. 4, pp. 245-256.
• HIRING INTERPRETERS FOR INDIVIDUALS WHO ARE DEAF-BLIND
  The effectiveness of qualified interpreters for communication between rehabilitation professionals and deaf-blind clients is discussed. Provision for an interpreter is required under the American Disabilities Act - ADA. Option for use of a paid interpreter instead of a friend or family member should be extended to the consumer, guaranteeing the consumer confidentiality. A qualified interpreter for the deaf-blind needs additional training and experience over the certification requirements of the National Registry of Interpreters of the Deaf (RID). The interpreter must be able to communicate using the mode of the consumer's choice, include visual information as well as auditory, express the emotional tone of the message tactually, use lighting and/or distance to best advantage, and use sighted guide technique and emergency procedures to transport the client from place to place. Strategies for finding, paying, and working with interpreters is included. AMERICAN REHABILITATION, vol. 21, #2, Summer 1995, pp. 19-22.
• NATIONAL CURRICULUM FOR TRAINING INTERPRETERS WORKING WITH PEOPLE WHO ARE DEAF-BLIND [Includes videos]
  These videos are to be used in conjunction with the curricular products of the same name. Video 1 contains three programs: Program I, The Deaf-Blind Community Experience, depicts Deaf-Blind people's life experiences in several community situations (22 minutes); Program 2, Understanding Technology Used by People Who Are Deaf-Blind demonstrates various technological equipment and assistive devices used by individuals who are Deaf-Blind (30 minutes); Program 3, Sighted Guide Techniques with People Who Are Deaf-Blind demonstrates techniques used in guiding individuals who are Deaf-Blind from one location to another (20 minutes). Video 2 contains two programs: Program 1, Tactile Communication Methods and Techniques depicts individuals who are Deaf-Blind using particular communication styles (20 minutes); Program 2, Interpreting Adjustments, illustrates adjustments that may be required while interpreting depending on the communication method used (30 minutes). The full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/
• NATIONAL CURRICULUM FOR TRAINING INTERPRETERS WORKING WITH PEOPLE WHO ARE DEAF-BLIND [Includes videos]
  This is a collaborative effort created by professionals in the field of program services and interpreter education. It provides materials for nine in-service training modules and a four credit college course. The curriculum is presented in several alternate formats including regular print, large print, videotapes, and on diskette in ASCII. The curriculum addresses the beginning, intermediate and advanced levels of training needed. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. A limited run of this curriculum was originally published by Dawn Sign Press for distribution by the project, and the full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/
• NATIONAL CURRICULUM: AN INTRODUCTION TO WORKING AND SOCIALIZING WITH PEOPLE WHO ARE DEAF-BLIND [Includes videos]
  This is an abridged version of the National Curriculum For Training Interpreters Working with People Who Are Deaf-Blind. This is a three module program (total of 48 hours) that provides materials, sessions and activities to be used for in-service training and workshops where people want to learn more about communicating with and understanding people who are Deaf-Blind. It also includes the syllabus for a four credit college course. The curriculum is presented in several alternate formats including regular print, large print, videotapes, and on diskette in ASCII. This curriculum is at the introductory level and is designed for beginners who have intermediate to advanced sign language skills and are interested in learning about communicating with persons who are Deaf-Blind. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. The full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/
• METHODS OF COMMUNICATION, AIDS, AND DEVICES
  This article lists several methods of communication, aids, and devices for deaf-blind individuals. Includes alert/signal vibrating system, alphabet plates, visual fingerspelling, loop system, label machine, and tactual sign language. AMERICAN REHABILITATION, vol. 21, #2, Summer 1995, pp. 44-47.
• FACTORS ASSOCIATED WITH THE SUCCESSFUL VOCATIONAL REHABILITATION OF INDIVIDUALS WITH USHER SYNDROME: A Qualitative Study
  This dissertation investigates the remembered lived experiences of six individuals who were diagnosed with Usher syndrome, the effect that the progressive condition had upon their lives, and their experiences with vocational rehabilitation. The participants recalled details of their own reaction to the diagnoses as well as the reactions of their parents. Themes were identified in their responses that included independent dependence, Usher support, parental reaction, lowered expectations, hope, and ongoing change. The participants, three men and three women, reported periods of adjustment and sadness as well as hopes for their future, career accomplishments, and social interactions.
• COMMUNITY COMMITMENT TO NURTURING DEAF-BLIND INTERPRETERS
  This article outlines three programs available in the Seattle area for Deaf-Blind people and interpreters. The first is a mentoring program offered through the Deaf-Blind Service Center in Seattle. The second is a five-credit course on Deaf-Blind Interpreting that has been added as a required course for all interpreting students. This class is now offered each year during the fall quarter and is co-taught by a Deaf-Blind person and an interpreter. The third offering is the week-long retreat hosted by Seattle Lighthouse for Deaf-Blind people. It is planned, lead and directed by Deaf-Blind people. VIEWS, vol.14, #11, December 1997, p.22
• Deafblind People and Support Service Providers in the 21st Century
  Deeming, P., Gabry, K., Gasaway, M., Jordan, B., Pope, R., & Spiers, E. (2021, April). Deafblind people and support service providers in the 21st century [White Paper] https://www.nationaldb.org/media/doc/ssp-white-paper-2021.pdf
• DEAFBLIND CONNECTIONS: In Support of Advocacy
  This article provides basic tips on interpreting for DeafBlind people. VIEWS, Vol. 31, No. 3, p. 22.
• A BRIDGE TO THE OUTSIDE WORLD
  This article explores the use of haptic communication with congenitally deafblind people. It may contribute to giving a better understanding of the outside world. This relatively new way of communicating actually has a social dimension which other tactile forms of communication may have difficulty in conveying. DBI REVIEW, No. 52, pp. 25-26.
• USING HAPTICES IN HEALTH CARE SETTINGS
  Two individuals with Usher syndrome describe their experiences using haptics in a hospital setting. Illustrations of several medical-related haptic signals are included. DBI REVIEW, #56, pp. 18-19.
• SOCIAL AND PRIVATE SPEECH IN AN INTERPRETED MEETING OF DEAFBLIND PERSONS
  The article explores how the distinction between egocentric and social speech affected the dynamics of interpreter-mediated interaction during a meeting among five deafblind board members in Norway. Extracts from a videotape of the meeting were analysed, with a specific focus on two sequences of exchanges involving a board member (Inger), her interpreter and the rest of the group. Inger uses Norwegian Tactile Sign Language with her interpreter, who in turn uses spoken Norwegian and Norwegian Sign Language with the rest of the group. The analysis shows that, while most of Inger’s utterances were social and oriented to the other board members, some were of a private nature and directed only to herself. The interpreter evaluated Inger’s communicative project constantly and acted accordingly, interpreting the socially oriented utterances but not the private utterances. Based on these findings, the interpreter’s performance is discussed in relation not only to professional ethics but also to monological and dialogical perspectives on language and interpreting. INTERPRETING, Vol. 16, No. 1, pp. 81-105.
• SIGN LANGUAGE INTERPRETERS’ USE OF HAPTIC SIGNS IN INTERPRETED MEETINGS WITH DEAFBLIND PERSONS
  This study investigated interpreters’ use of haptic signs through analysis of video recordings of a meeting involving five deafblind board members of a Norwegian association for the deafblind and seven interpreters. The article describes the spatial organization of the meeting and focuses on how the interpreters used haptic signs to convey information about the environment as well as other participants’ nonverbal expressions, including turn-taking behaviors, minimal-response signals, and emotional expressions. Haptic signs provide information that the deafblind can use to frame their interactions as well as to regulate their own self-presentation. JOURNAL OF PRAGMATICS, Vol. 107, pp. 91-104.
• SHARING THE SECRETS OF DEAFBLIND INTERPRETING
  This brief article describes how Perkins spokesperson Jaimi Lard, who is deafblind, helped educate interpreters in training at Framingham State University.
• SHE’S THE EYES, EARS AND VOICE FOR PEOPLE WITH DEAFBLINDNESS
  This brief article describes Dwyer’s job at Perkins, where she interprets for people who are deafblind.
• A GUIDEBOOK FOR EDUCATIONAL SIGN LANGUAGE INTERPRETERS: Making Accommodations for Students with Combined Vision and Hearing Loss (Deaf-Blind)
  This document provides a basic overview of educational interpreting for students with combined vision and hearing loss, including environmental accommodations, low vision interpreting, reduced peripheral fields interpreting, tactile sign language (one- and two-handed methods), tactile fingerspelling, and other communication modes.
• TAKE THE HANDS-ON APPROACH
  This brief article encourages interpreters to take on assignments with deaf-blind individuals. . RID VIEWS, vol. 25, #2, February 2008, p. 8.
• QUEST FOR SELF-IMPROVEMENT LEADS TO DEAF-BLIND SYMPHONY
  The author describes her ongoing desire to improve her interpreting skills with deaf-blind individuals. She states besides proficiency in expressive and receptive skills, deaf-blind interpreting calls for insightful thinking and discerning judgment. It requires action that is outside the realm of "regular" interpreting tasks, for it requires being the "ears" and "eyes". She describes her role over the past several years and finishes the article explaining her volunteering experience at Seabeck Conference Center in Seattle, WA for a week as an interpreter/SSP. RID VIEWS, vol.23, #2, February 2006, pp. 6-7.
• ON BELAY....BELAY ON: Close Encounters In Deaf-Blind Interpreting
  The author describes his experience interpreting on a cruise of the Western Caribbean with a group of people who are deaf and blind. He emphasizes throughout the article that people who are deaf-blind can enjoy life fully. RID VIEWS, vol.23, #2, February 2006, pp. 20-21.