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”.
• 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.
• I DON'T DO DEAF-BLIND
  The purpose of this article is to recruit interpreters to become skilled in working with Deaf-Blind people. The shortage of Deaf-Blind interpreters is discussed. The author encourages interpreters to attend an American Association of the Deaf-Blind convention or attend a Deaf-Blind workshop or training opportunity to experience this type of interpreting. Also listed are eight additional ways to get started in the field. VIEWS, vol.14, #11, December 1997, p.1
• THE DILEMMA OF DEAF-BLIND INTERPRETING
  This article highlights some of the differences between the services offered by special support providers (SSP) and Deaf-Blind Interpreters. The author coordinated interpreting services for meetings during the 1996 National Association of the Deaf Biennial Convention in Portland, Oregon, and uses situations from the convention to illustrate the different tasks of SSP and Deaf-Blind interpreters. VIEWS, vol.14, #11, December 1997, p.20
• CHALLENGES IN DEAF-BLIND INTERPRETING: Then and Now
  This article describes the growth in the field of interpreting services for deaf-blind people. Increased demands in an increasing array of settings have created the need to use new skills. Flexibility is necessary to provide a broad range of services to meet the unique and diverse communication needs of individuals who are deaf-blind. VIEWS, vol.14, #11, December 1997, p.16
• FUNCTIONAL IMPLICATIONS & ENVIRONMENTAL MODIFICATIONS WITH STUDENTS WHO HAVE USHER SYNDROME
  This is a list of tips for teachers, interpreters, students with deafblindness, family members, classmates, and members of the community to take into consideration in their relationships with deafblind people. Environmental tips for the classroom, lighting, and reading are included as well. Also available in electronic format.
• USING INTERPRETERS WITH DEAF-BLIND CLIENTS: WHAT PROFESSIONAL SERVICE PROVIDERS SHOULD KNOW
  This article provides recommendations for using interpreters with deaf-blind clients. It describes the importance of using professional interpreters and not accepting an unqualified "signer" with good intentions. The communication process suffers without professional interpreters. RE:VIEW, Vol. XXVII, #4, Winter 1996, pp.149-154
• NATURAL MORAL LAW AND THE RIGHT OF DEAFBLIND PEOPLE TO THE SERVICE OF GUIDE-INTERPRETERS
  In this article the author answers the question, "why do deafblind people need the services of guide-interpreters?". The author gives information on guide-interpreters, discusses a person's environment, and addresses the rights of people who are deafblind. Also outlines how legislation should address the issues of deaf-blind people. DBI REVIEW, #32, July-December 2003, pp. 26-27.
• THE INTERPRETER, OUR BEST AND MOST IMPORTANT AID FOR COMMUNICATION
  Author is Swedish. She describes the need for adequate interpreters internationally. Then she goes on to describe the way interpreters are used in Sweden to help the deaf-blind. The article concludes with the idea that there are still not enough interpreters for all those deaf-blind who could use them. THE INTERNATIONAL NEWSLETTER FOR THE DEAF-BLIND, 1
• A DAY IN THE LIFE OF THE STAFF INTERPRETERS AT THE HELEN KELLER NATIONAL CENTER
  Describes the challenges of coordinating interpreting services at a center-based program that includes consumers and staff who are deaf-blind, Deaf, blind and hearing. Includes the logistics of interpreting in a variety of individual and group settings as well specific adaptive equipment and techniques for facilitating individual styles and preferences. VIEWS, Vol. 22, #11, December 2005, pp. 35-36
• COMMUNICATION SERVICES WITH DEAFBLIND PEOPLE IN MIND: Some Perspectives from the USA
  Guest briefly presents the main points of a talk given by interpreters Susan Brooks and Rita Jo Scarcella at HKNC. She notes the increase in the need for and the availability of training of interpreters for people who are deaf or deafblind. The article includes a list of suggested criteria for any service agency setting up a communications and interpreting service. TALKING SENSE, vol. 41, no.1, Spring 1995, pp. 16-17.
• DEAF-BLIND INTERPRETING WORKBOOK: Student Readings and Worksheets, 2nd Edition
  This workbook is an updated version of the original 2000 book. It includes information designed to help more people become prepared and have confidence in their ability to work with deaf-blind individuals. The workbook is divided into 12 units focused on communication techniques, interpreting environments, considerations for types of vision loss, hearing loss or limited language capacities, tactile interpreting, code of ethics, deaf-blind culture, and adaptive equipment. It is intended as a supplement to classroom and community discovery. To order contact: Washington State Deaf-Blind Citizens. Publisher's web site: http://www.wsdbc.org This document is available on the web at: http://www.wsdbc.org/interpworkbook/interpworkbook.htm
• TACTILE INTERPRETING - ARE YOU READY?
  In this article various types of tactile interpreting are depicted illustrating possible work assignments an interpreter might encounter. Typing skills may be required if clients use laptop computers that have Braille output devices. Issues such as transportation needs and regulations; multiple roles; and team support for longer interpreting assignments, all need to be considered and planned for in advance so the Deaf-Blind person's needs will be met. Opportunities for obtaining more experience in these areas are listed. VIEWS, vol.14, #11, December 1997, p.12
• BEING IN TOUCH: Communication and Other Issues in the Lives of People Who Are Deaf-Blind
  This book is aimed at interpreters, teachers, and other professionals who work with deaf-blind people. It provides basic information about deaf-blindness and devotes a large section to interpreting. The appendices cover organizations, agencies, and schools serving deaf-blind people; training for teachers and interpreters; manual and braille alphabets; and characteristics of vision loss; recommendations for those looking for more information.