Items

• 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
• 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