Items

• 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
• 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
  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
• DBI Toward Effective Practice 2018
  The DeafBlind Interpreting National Training and Resource Center (DBI) is pleased to present DeafBlind Interpreting: Toward Effective Practice. This publication shares the outcomes of a comprehensive needs assessment whose purpose was to ascertain the competencies required of interpreters working with DeafBlind individuals. Conducted in 2017 by DBI staff and the Core Team, the Needs Assessment serves as the first step or component of the larger curriculum effort undertaken by DBI, that being the development and dissemination of a curriculum guide that includes learning objectives, activities, and source materials for use by qualified educators and trainers.
• The Technology of Touch, Interpreted by NTFDBI
  An interpreted TED talk, entitled The Technology of Touch, showing interpretation with a DeafBlind person using tracking (hand on wrist), and incorporating visual information into the interpretation.
• THE POWER OF CONNECTION
  The author describes a picnic she attended with members of the advocacy group DeafBind Citizens in Action (DBCA) and a few students from the San Francisco State University Specialization in Deaf-Blindness teacher training program. She focuses on an interaction between a DBCA member and a boy with CHARGE syndrome. http://www.cadbs.org/newsletter/resources-summer-20152/ RESOURCES, Vol. 20, No. 1, pp. 14-16.
• DB-TIP
  The company Deaf-Blind Training, Interpreting & Professional Development (DB-TIP) offers a number of recorded webinars aimed at interpreters. They are available for purchase on the website and are fairly expensive; however, CEUs are included. Not sure how you want to deal with these in the bibliography—whether they should be listed separately or together. Here’s the homepage (https://sites.google.com/site/deafblindtip/); look in the menu on the left side of the page to browse all the webinars they offer.
• 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. There is no date listed on either the DVD or the manual, but the curriculum was released in 2005. 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.
• DEVELOPMENT OF TRAINING FOR DEAF INTERPRETERS TO WORK WITH DEAF VISUALLY IMPAIRED PEOPLE
  This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes the use of Deaf interpreters to work with Deaf visually impaired people. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada
• Strategies on Infusing Deaf Blind Related Content into IEP Curriculum
  It is the intention of Interpreter Education Programs to prepare well-rounded, knowledgeable and skilled practitioners. Yet we are doing them a disservice by not providing adequate exposure and experiences specific to deaf-blind interpreting strategies. A recent survey conducted by the National Task Force on Deaf-Blind Interpreting & the National Consortium of Interpreter Education Centers validated this concern as many instructors reported a lack of the requisite content knowledge and skills that are needed to teach deaf-blind content. This online webinar will provide a platform for the sharing of resources amongst IEP instructors on content, activities and materials that are available. Content will be shared from the national survey of interpreter educators, examples of content that should be incorporated and activities for inclusion into the IEP will be suggested. IEP instructors will be asked to share their own ideas and suggestions to their colleagues.
• “NEW KINDS OF CONTACT”: A DEAFBLIND POET’S PUSH FOR A RADICAL LANGUAGE OF TOUCH
  https://www.inverse.com/innovation/john-lee-clark
• Feeling Phonology: The conventionalization of phonology in protactile communities in the United States
  https://www.protactileresearch.org/feeling-phonology.html
• WORDS IN MY HANDS: A Teacher, a Deaf-Blind Man, an Unforgettable Journey
  After his wife died when he was 86, Bert Reidel, a man with Usher Syndrome, moved to Colorado to live with his son and daughter-in-law. Although Bert was an expert Braille reader, he had never learned sign language and his wife had been his “eyes and ears” to the world. This book tells the story of Bert’s life and how he learned sign language beginning at age 86. It illustrates that it is never too late to learn as it describes how sign language transformed not only Bert’s life, but the lives of his family, friends, and the interpreter who was his sign language teacher. Cost $15.95. Available from Ellexa Press LLC, 32262 Steven Way, Conifer, CO 80433. Fax: 303-838-7010. E-mail: dlc@ellexapress.CityMax.com. This document is available on the web at: http://www.ellexapress.citymax.com
• TOUCHING LIVES: Portraits of Deaf-Blind People
  This video is a documentary by a deaf-blind interpreter. Susan Hajjar, grew up with three siblings who are deaf-blind and tells the story of how their influence affected her life. The video features Jamie Lard, a deaf-blind woman who advocates on behalf of deafblind people. Jamie describes her upbringing including her time as a student at Perkins School for the Blind, and now as an adult living independently. It also features Harry Anderson, president of the American Association of Deafblind (AADB), and Ona Stewart, a deaf-blind woman with Usher syndrome who lives and works independently in a large city. Barbara Wagreich, who is orally trained and uses fingerspelling, is a software engineer who is unemployed at the time of the taping. She describes the difficulties she faces in gaining employment especially in a declining labor market of information technology. Describes how many people with deafblindness face isolation and loneliness. Other profiles include Chuck Ferraro, and the Tracy family. A transcript of the video is also available.