Items

• INDEPENDENCE WITHOUT SIGHT OR SOUND: Suggestions for Practitioners Working with Deaf-Blind Adults
  This book was written to help service providers in working with persons who are deaf-blind. There are numerous examples from actual experience and discussions of practical applications. Sections on service needs, communication, orientation and mobility, sensory deprivation and a survey of dog guide schools. Available from: AFB Press, Customer Service, P.O. Box 1020, Sewickley, PA 15143. Phone: 800-232-3044. Fax: 412-741-0609. Cost: $39.95. Specify print or braille.
• GUIDING TASKS FOR INTERPRETERS WORKING WITH DEAF-BLIND TRAVELERS
  Article includes specific techniques and guidelines for human guides working with travelers who are deaf-blind. The author is certified in O&M, interpreting and low vision. VIEWS, Vol. 22, #11, December 2005, pp. 17-13
• INTERPRETING THE PHYSICAL ENVIRONMENT FOR DEAFBLIND PEOPLE
  The role of the ‘interpreter’ in any situation is critical. They will be the eyes and ears of the deafblind person and will need to transfer vast amounts of information to that person. In this presentation the author has focused on the adaptations to the environment which will enable the deafblind person to function more effectively. This will enable the person to be more self sufficient, with the environment being supportive, rather than (as usually happens) providing barriers. The author believes that how well a person is able to cope in any given situation, or environment is determined largely by the amount of information they are able to gain from it. Article identifies and describes key considerations in designing any environment. This document is available on the web at: http://www.deafblindinternational.org/standard/ publications_interpreting.html
• A GUIDE FOR PRESENTERS AT INTERPRETED CONFERENCES
  Article discusses the difficulties an interpreter faces when trying to interpret for speakers at conferences. Suggestions are offered as to how the speaker can make the sign language interpreter's task easier. This document is available on the web at: http://www.tr.wou.edu/tr/dbp/pdf/may94.pdf DEAF-BLIND PERSPECTIVES, vol. 1, no. 3, Spring 1994, pp. 4-5.
• STUDY OF THE TACTUAL AND VISUAL RECEPTION OF FINGERSPELLING
  The purpose of the study reported here was to examine the ability of experienced deaf-blind subjects to receive fingerspelled materials, including sentences and connected text, through the tactual sense. A parallel study of the reception of fingerspelling through the visual sense was also conducted using sighted deaf subjects. The study concluded that tactual spelling is sent and received with excellent accuracy at 2-6 letters per second. Visual reception, on the other hand, with the use of variable speed videotape playback, could be shown to be much faster than the sender can form the letters. JOURNAL OF SPEECH AND HEARING RESEARCH, vol. 33, no. 4, December1990, pp. 786-797.
• A PROCESS MODEL FOR DEAF-BLIND INTERPRETING
  This paper addresses the need for a theoretical model of interpreting for people who are both deaf and blind, lays out a version of a process model based on the works of Colonomos, Cokely and Seleskovitch, and then expands this model, viewing it through the lens of Deaf-Blind interpreting. A checklist is included as an appendix for use in interpreter training. Journal of Interpretation
• Proceedings of an international symposium on developments and innovations in interpreting for deafblind people
  The third annual conference of its kind aimed at identifying what was happening in interpreting for deafblind people in Europe and to share ideas, information and materials on this subject. Three key issues were examined in a comparative study during the conference; the role and function of the interpreters, models of interpreter training, and the rights of deafblind people to interpreters. Three overview papers are presented addressing the interim results from that study in the areas listed above. Additional technical papers review recent research, developments and models of training are included in the proceedings as well. Held at Leeuwenhorst, The Netherlands, June 1999
• DEICTIC POINTS IN THE VISUAL-GESTURAL AND TACTILE- GESTURAL MODALITIES
  This book chapter begins by reviewing the similarities and differences in signed language between blind and sighted signers and then describes a study that examined the use of deictic points in narratives produced by two deaf-blind adults as compared to their use in two deaf-sighted adults. Nonmanual signals (e.g., eyebrow shifts, head and torso movement, and eye gaze) are integral to sign language as it is used by deaf-sighted signers. This study found that sign language production by deaf-blind individuals differs from that of sighted deaf individuals in that deaf-blind signers do not use nonmanual signs extensively. Additionally, sighted-deaf signers utilize deictic points for referential purposes while deaf-blind signers use other strategies to accomplish the same task. The ability to perceive eye gaze appears to be a crucial component in the realization of deictic points for referential purposes. Modality and Structure in Signed and Spoken Languages. Richard P. Meier, Kearsy Cormier, & David Quinto-Pozos (Eds.), pp. 442-467
• DEAF-BLIND INTERPRETING: Interpreters' Use of Negation in Tactile American Sign Language
  This article describes a study performed to document prevalent signs used during the interpreting process, specifically relating to negation in tactile sign language. The project focused on American Sign Language (ASL) to tactile ASL only. The author intended to document specific signs that pertain to the way deaf interpreters express negation in deaf-blind interpreting. The results of this research are intended to help achieve greater understanding of what seasoned interpreters are doing in the deaf-blind field today. SIGN LANGUAGE STUDIES, vol. 2, #2, Winter 2002, pp. 169-180.
• CORTICAL PROCESSING OF TACTILE LANGUAGE IN A POSTLINGUALLY DEAF-BLIND SUBJECT
  Neural networks of the brain have been reported to have a certain plasticity, an ability to be remodeled and transformed when one sensory function (e.g., hearing or vision) is absent. However, it is unclear which neural networks are involved in language processing when hearing and vision are lost simultaneously in adulthood. Using magnetoencephalography (MEG) and positron emission tomography (PET), this study analyzed the neural activations in a post-lingually deaf-blind person reading tactile language as compared to 6 normal volunteers. The study found that tactile language activated the brain's language systems as well as higher order systems in the deaf-blind person. Some of these same regions were activated in the 6 normal volunteers but none of them had the same activity distribution as the deaf-blind person, suggesting that enhanced cortical activation of cognitive and semantic processing is involved in the interpretation of tactile sign language. NEUROREPORT, vol. 15, #2, pp.287-291
• AUTONOMY AND LINGUISTIC STATUS OF NONSPEECH LANGUAGE FORMS
  Nonspeech language forms, above all sign language and writing, are discussed with respect to phylogenesis, ontogenesis, and acquisition as well as with respect to neurophysiological and psycholinguistic processes. Speech has not been demonstrated to be phylogenetically or ontogenetically prior to gestural expression. Especially the evidence of the linguistic ability of deaf and deaf-blind people demonstrates that the various expression forms (delological forms) of language are neurophysiologically and psycholinguistically parallel. A terminology is proposed for the linguistic description of these forms. Journal of Psycholinguistic Research 1980 Mar;9(2):121-45
• ADVERBIAL MORPHEMES IN TACTILE AMERICAN SIGN LANGUAGE
  Discusses an aspect of linguistic use of adverbial morphemes as applied to a single case study of Tactile American Sign Language (TASL) as used by some American Deaf-Blind signers. TASL, a variation of the visual language recognized as American Sign Language (ASL), is not visually based. In ASL adverbial morphemes occur on the face and are non-manual signals that the Deaf-Blind signer does not see. This requires the ASL signer to make a slight modification, from these “invisible” non- manual morphemes to a tactile morpheme. Accrued data concentrates on six fundamental features of adverbial morphemes intrinsic to TASL: manner/degree, time, duration, purpose, frequency, and place/position/direction. A doctoral dissertation submitted to the Graduate College of Union Institute and University, May 2004.
• INTERPRETING FOR THE DEAF-BLIND
  NAT-CENT NEWS, October 1979, pp. 1-4
• A DEAF-BLIND PERSPECTIVE
  Article about interpreting for consumers who are deaf-blind written by adult who is deaf-blind. Briefly touches on the difference between interpreting for deaf and deaf-blind consumers; the difference between tracking and tactile interpreting; invites volunteers to assist at 2006 AADB conference as SSPs, interpreters and guides. VIEWS, Vol. 22, #11, December 2005, pp. 1, 54
• DEAF-BLIND INTERPRETING
  The growth of the number of Deaf-Blind people and the thriving Deaf-Blind community feeds the demand for interpreters who are skilled with a variety of communication preferences, sensitive to cultural issues, and open to adapt to diverse needs. Interpreters are encouraged to get involved with the local/state Deaf- Blind organization to gain valuable skills and knowledge. Specific information about volunteering at the national convention of American Association of the Deaf-Blind is given. VIEWS, vol.14, #11, December 1997, p.10
• Successful adaptations for learning to use touch effectively: working with spanish-english interpreters and translators
  This article describes issues related to working with Spanish and English interpreters and translators. It focuses on the importance of accurate translation for effective services. It includes how to work with interpreters, such as preparing for the meeting, interacting at the meeting, and discussion after the meeting. It also describes English-Spanish translation issues and problem phrases with a chart that gives words in English with correct and incorrect translations. Designed for parents and teachers working with deaf and deafblind children whose families speak Spanish. Publisher's web site: http://www.projectsalute.net This document is available on the web at:
• WORKING WITH THE DEAF-BLIND COMMUNITY
  Weiss discusses the diversity of needs interpreters meet in working with the deaf-blind community. The article notes the differing amounts of residual hearing or sight people who are deaf-blind have. It also explains the different modalities used by deaf-blind communicators and the different methods of communicating depending on the deaf-blind person's preferences. The importance of setting and logistics of any interaction is also pointed out. NAT-CENT NEWS, vol. 24, no. 1, September 1993, pp. 29-39.
• What's my role?: a comparison of the responsibilities of interpreters, intervenors, and support service providers
  This article compares and contrasts the various roles and responsibilities of interpreters, intervenors, and support service providers. It compares each in table form in a variety of categories. Categories range from age of clients, ethics, certifications required, confidentiality issues, and professional training. Publisher's web site: http://www.tr.wou.edu/tr/dbp/pdf/sept01.PDF DEAF-BLIND PERSPECTIVES, vol. 9, #1, Fall 2001, pp. 1-3.
• WHAT IS VISUAL INFORMATION?
  There are many aspects and levels of visual information: places and things; mood, tone and affect; social and interactional processes; printed material; and what stands out as unusual. This article focuses on mood, tone and affect, as these factors often provide the unsaid 'sense' of a speaker and are often left out of an interpretation. Publisher's web site: http://www.aadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, #2, pp. 7-11
• TOUCH OF COMMUNICATION
  This article provides information on deaf-blind interpreting. Describes common requests by deaf-blind people for their interpreting needs. Describes the need to show-up early to ascertain individual preferences, such as seating arrangements, the need for tactile sign, and the type of hearing/vision loss experienced by the individual. NADMAG, vol. 2, #3, August/September 2002, pp. 26, 28.
• Tips for students with usher syndrome: information sheet
  Lists accommodations and adaptations that can be made in a classroom for students with Usher Syndrome. Includes suggestions for lighting, seating, classroom environment, materials, sign language techniques, orientation and mobility, and self-advocacy.
• TIPS FOR INTERPRETERS WORKING WITH DEAF-BLIND CONSUMERS
  This article suggests tips (Do's and Don'ts) for interpreters who work with deaf-blind consumers. Publisher's web site: http://wwwaadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 15-17
• Sign language with people who are deaf-blind: suggestions for tactile and visual modifications
  This article provides helpful hints about techniques that enhance comfort and ease other concerns when signing with deaf-blind people. Topics discussed include: appearance and attire, distance and seating, signing space, hand positioning, conveying the message, tactile adaptations, describing the full environment, environmental factors and concerns, consumer feedback, and team interpreting. This document is available on the web at: http://www.tr.wou.edu/tr/dbp/pdf/sept98.pdf DEAF-BLIND PERSPECTIVES, vol.6, #1, Fall 1998, pp.3-7
• Quality and ethics in interpreting : a three-year project with swedish consumers
  This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes a three-year project with consumers of interpreting services in Sweden. The project aims to improve the quality of interpreting, especially from an ethical perspective. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada
• A PROCESS MODEL FOR DEAF-BLIND INTERPRETING
  This paper addresses the need for a theoretical model of interpreting for people who are both deaf and blind, lays out a version of a process model based on the works of Colonomos, Cokely and Seleskovitch, and then expands this model, viewing it through the lens of Deaf-Blind interpreting. A checklist is included as an appendix for use in interpreter training. Journal of Interpretation