Items

• MANUAL AND SPOKEN COMMUNICATION
  This chapter examines language-based communication as a mode of interaction for students who are deaf-blind. There are 3 main sections. The first section covers sign language and includes information about tactile sign language, modifications of sign language for visually impaired persons, visual and tactile tracking, sign language instruction guidelines, considerations for choosing ASL or Signed English for a child, and fingerspelling. The section on fingerspelling includes details about reception modes for tactile fingerspelling (palm-over-palm, palm-in-palm, birdcage). The second section very briefly addresses spoken communication including speech training, auditory training, and Tadoma. The third section covers interpreting for deaf-blind people, working with interpreters, and finding interpreters. Hand in Hand: Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind, Vol I. Kathleen Mary Huebner, Jeanne Glidden Prickett, Therese Rafalowski Welch, & Elga Joffee (Eds)
• AN INTERVIEW ON DEAF-BLIND INTERPRETING WITH CHAD METCALF
  This article is an interview of a deaf-blind person and his use of interpreters. RID VIEWS, vol. 25, #2, February 2008, pp. 1,15,16.
• INTERPRETING FOR THE DEAF-BLIND
  NAT-CENT NEWS, October 1979, pp. 1-4
• INTERPRETING FOR DEAF-BLIND STUDENTS: FACTORS TO CONSIDER
  Ten deaf-blind college students were interviewed to find out what they need and want from sign language interpreters. This information was combined with findings from observations of many deaf-blind interpreting situations. The focus of this article includes the following four areas: 1) types of signing; 2) modifications to the signing; 3) visual information that needs to be conveyed; 4) other factors that will influence deaf-blind interpreting situations. ERIC number EJ 377 543. AMERICAN ANNALS OF THE DEAF, July 1988, pp. 226-229
• INTERPRETING FOR INDIVIDUALS WHO ARE DEAF-BLIND: Standard Practice Paper
  The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective. This document provides an overview of interpreting for individuals who are deaf-blind including communication modes, environmental considerations, professional standards for interpreters, and a brief description of support service providers (an additional service that an individual who is deaf-blind may request). This document is available on the web at: http://www.rid.org/UserFiles/File/pdfs/Standard Practice Papers/Drafts June 2006/Deaf-Blind SPP(1).pdf
• Interpreting and working with deafblind people
  Offers advice to interpreters working with persons who are deafblind. Covers four areas: meeting and negotiating needs, communication, guiding, and interpreting. Online version has links to additional information. Publisher's web site: http:// www.theinterpretersfriend.com This document is available on the web at: http://www.theinterpretersfriend.com/db/Ig4db.html theinterpretersfriend.com, 7/26/2000, 1-9
• Interpreting and transliterating for persons who are deaf-blind
  This brochure is an aid for those who are interpreting for persons who are deaf-blind. Interpreting for this population requires specialized competence and responsibilities. This is an effort to delineate these skills, as well as to discuss considerations for the interpreter both before and at the assignment. Modes of communication for persons who are deaf-blind vary widely due to the etiology of the deaf-blindness, the severity of the vision and hearing loss, as well as the age of onset. A comprehensive listing is included of most of the modes of communication used in the United States with persons who are deaf-blind. This list is not exhaustive, however, it will give the interpreter an overview of some of the varieties of communication options available. The information would also be of value to persons hiring interpreters as well as consumers. Few individuals know how demanding interpreting for persons who are deaf-blind can be. Appropriate preparation by all parties before an interpreting situation could make the interpreting situation much more effective.
• IMPLICATIONS OF VISION LOSS ON THE INTERPRETING PROCESS
  This article provides in-depth information regarding sign language interpreting for individuals who are Deaf-Blind. It discusses the multi-dimensional nature of the interpreting role and that teamwork is an essential part. The interpreter is responsible for the transmission of substantial amounts of visual and auditory information and must consider a variety of factors prior to and during their assignment. The authors draw on 10 years combined experience in the field of deaf-blindness, as well as personal observance and informal discussions with consumers and professionals in the field. There is a comprehensive look at the accommodations that must be made prior to and during an interpreting assignment, especially when working with individuals who require tactile or restricted space interpreting. Five categories of vision loss are referenced and their impact on the interpreting process. The authors include topics to consider prior to an assignment, such as personal hygiene, responsibilities, and clothing choices. Recommendations are also listed upon arrival to the assignment, including expectations during the meeting. Proceedings of the 16th National Convention of the Registry of Interpreters for the Deaf
• A guidebook for interpreters : making accommodations for individuals with dual sensory impairments
  Provides a basic overview of the various modes of sign language interpreting used by students who are deaf-blind. Includes information about environmental accommodations to enhance visual reception, and techniques and strategies for close or low vision interpreting, reduced peripheral fields interpreting, and for tactile sign language and fingerspelling. Written explanations are accompanied by photos showing the right way (thumbs up icon) and wrong way (thumbs down icon) to do things. This same content is also available in Word format on a CD. This document is available on the web at: http://www.dblink.org/pdf/interpreter.pdf
• EFFECTIVE USE OF INTERPRETERS IN GENERAL PHYSICAL EDUCATION
  This article discusses the use of interpreters in physical education classes. It provides teachers with ways to maximize their collaboration with educational interpreters and, as a result, improve communication with, and understanding for, their deaf and deaf-blind students. Discusses the psychomotor abilities of deaf children, communication responsibilities, and qualities of a good interpreter. JOPERD, vol. 73, #8, October 2002, pp. 45-50.
• Dressed to distress?
  This article discusses the need for interpreters to be more aware of the possibility that the deaf client may also have low vision needs. Discusses the need for interpreters to wear clothing that contrasts with their skin color. Good lighting and the interpreter’s utilization of smaller signing space may also be of assistance to the limited vision client. The article includes additional guidelines for interpreting for deaf-blind people. Available in Spanish. This document is available on the web at: http://www.tsbvi.edu/Outreach/seehear/winter01/dressed.htm SEE/HEAR, vol. 6, #1, Winter 2001, pp. 9-10.
• Deprivation of information
  Describes the causes of deprivation of information for deaf-blind people and provides suggestions for interpreters and communication partners. Causes include an inability to assimilate incidental information (information gained by looking around a room or by listening while uninvolved in a situation), censorship (e.g., when interpreters or family members consciously or subconsciously censor information due to lack of skills or because they think the information will be unpalatable or politically incorrect), inconsistency in the use of communication forms. All of these things may lead to relationship difficulties, learning stagnation, and withdrawal. Solutions include improved training for sign language interpreters, development of paraphrasing skills, more recognition of the separate and unique needs of deaf-blind people, and recognition of deaf-blind culture.
• 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/interp_workbook/interp_workbook.htm
• DEAF-BLIND INTERPRETING 101
  Provides basic guidelines and points to keep in mind when interpreting with a deaf-blind person. Includes information about: vision and use of space; clothing; background; lighting; pacing; identifying; visual environment; language use and fatigue. VIEWS, vol.14, #11, December 1997, p.8
• DEAF-BLIND INTERPRETING: The structure of ASL and the interpreting process
  In E. Winston (Coordinator), School of Communication Studies Student Forum, 19-36. [Not currently at DB-LINK].
• DEAF-BLIND INTERPRETING: Many Paths on the Road
  This article presents a list of some of the opportunities for interpreters to expand their skills around interpreting for deaf-blind people. The task force is seeking to gather and compile lists of all available training, volunteer and educational resources and opportunities. RID VIEWS, vol. 25, #2, February 2008, pp. 11-13.
• 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.
• DEAF-BLIND INTERPRETING
  This special issue focuses on interpreting for individuals who are deaf-blind. Publisher's web site: http://www.aadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, #2
• Interpreting for individuals who are deaf-blind : standard practice paper
  The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective. This document provides an overview of interpreting for individuals who are deaf-blind including communication modes, environmental considerations, professional standards for interpreters, and a brief description of support service providers (an additional service that an individual who is deaf-blind may request). This document is available on the web at: http://www.rid.org/UserFiles/File/pdfs/Standard Practice Papers/Drafts June 2006/Deaf-Blind SPP(1).pdf
• Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters [dvd & manual]
  This curriculum is designed to train interpreters to work with students who are deaf-blind. It consists of a 60-minute DVD and a print manual. There are 8 modules covering legal issues related to interpreting and deaf-blind education, interpreting methods (sign language, voicing using an FM system, typing, braille), environmental and sign language modifications, and strategies to help interpreters work effectively with teachers and students to make sure that deaf-blind students have access to educational content and the classroom environment. It describes how various types of visual impairments (low vision, blurred vision, central field loss, reduced peripheral vision, fluctuating vision) affect the interpreting process and describes sign language modifications such as tracking, tactile sign language (one-handed and two-handed), and print on palm. Each module is followed by a self-check quiz. The narrated DVD provides numerous examples of the content covered by the manual and additional opportunities for self-testing. Cost: $15.00. Copies may be ordered from the Ohio Center for Deafblind Education (OCDBE), 4795 Evanswood Drive, Suite 300, Columbus, OH 43229. Phone: 614-785-1163. E-mail: ocdbe@ssco.org.
• GUIDELINES: Practical Tips for Working and Socializing with Deaf- Blind People
  This second edition of Guidelines includes expanded chapters on topics such as tactile sign language, interpreting, conversation and physical environment. New information and more examples are included. Three new chapters include: Support Service Providers; Authority, Power and Control; and Meetings. The book is intended for people who know Sign Language, who are already experienced in "deafness" and in interacting with Deaf people, and who want to know more about "deaf-blindness" and interpreting for Deaf-Blind people. Professional interpreters, student interpreters, and anyone who wants to communicate and/or work more effectively with Deaf-Blind people will benefit from reading this book. May be ordered from Sign Media, Inc., 4020 Blackburn Lane, Burtonsville, MD 20866. Phone: (800) 475-4756. Cost: $24.95 Publisher's web site: http://www.signmedia.com
• DEAF-BLIND INTERPRETING: Many Paths on the Road
  This article presents a list of some of the opportunities for interpreters to expand their skills around interpreting for deaf-blind people. The task force is seeking to gather and compile lists of all available training, volunteer and educational resources and opportunities. RID VIEWS, vol. 25, #2, February 2008, pp. 11-13.
• DEAF-BLIND INTERPRETING: SETTINGS, SPECTRUMS AND SUCH
  The authors are suggesting that the field of interpreting broaden their view to the full spectrum of users who wish to access their services which includes deaf-blind interpreting. RID VIEWS, vol.23, #2, February 2006, pp. 30-31.
• DEAF-BLIND INTERPRETING-INTERNATIONAL STYLE
  Describes the experiences of an American interpreter during an international conference for people who are Deaf-Blind held in Columbia, South America. VIEWS, vol.14, #11, December 1997, p.13
• DEAF-BLIND INTERPRETING 101
  Provides basic guidelines and points to keep in mind when interpreting with a deaf-blind person. Includes information about: vision and use of space; clothing; background; lighting; pacing; identifying; visual environment; language use and fatigue. VIEWS, vol.14, #11, December 1997, p.8