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”.

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

This article provides basic tips on interpreting for DeafBlind people. VIEWS, Vol. 31, No. 3, p. 22.

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.

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.

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.

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.

This brief article describes how Perkins spokesperson Jaimi Lard, who is deafblind, helped educate interpreters in training at Framingham State University.

This brief article describes Dwyer’s job at Perkins, where she interprets for people who are deafblind.

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.

This brief article encourages interpreters to take on assignments with deaf-blind individuals. . RID VIEWS, vol. 25, #2, February 2008, p. 8.

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.

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.

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

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

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

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.

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

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.

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

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

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.

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

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

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.

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.

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

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

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.

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.

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

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

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

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.

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

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

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.

NAT-CENT NEWS, October 1979, pp. 1-4

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

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

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:

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.

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.

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

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.

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.

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

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

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

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

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)

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.

NAT-CENT NEWS, October 1979, pp. 1-4

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

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

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

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.

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

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

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.

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.

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.

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

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

In E. Winston (Coordinator), School of Communication Studies Student Forum, 19-36. [Not currently at DB-LINK].

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.

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.

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

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

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.

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

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.

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.

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

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

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.

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

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.

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.