Registry of Interpreters for the Deaf (RID) VIEWS Articles

1998-0200

CHALLENGES IN DEAF-BLIND INTERPRETING: Then and Now, Jolley, Carolyn, CI. 1997, 2. 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

1998-0206

COMMUNITY COMMITMENT TO NURTURING DEAF-BLIND INTERPRETERS, Galeota, Marthalee. 1997, 1.  This article outlines three programs available in the Seattle area for Deaf-Blind people and interpreters. The first is a mentoring program offered through the Deaf-Blind Service Center in Seattle. The second is a five-credit course on Deaf-Blind Interpreting that has been added as a required course for all interpreting students. This class is now offered each year during the fall quarter and is co-taught by a Deaf-Blind person and an interpreter. The third offering is the week-long retreat hosted by Seattle Lighthouse for Deaf-Blind people. It is planned, lead and directed by Deaf-Blind people.  VIEWS, vol.14, #11, December 1997, p.22

2006-0009

A DAY IN THE LIFE OF THE STAFF INTERPRETERS AT THE HELEN KELLER NATIONAL CENTER, Hecker-Cain, Jane; Rubinberg, Ilissa. 2005.  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

2010-0023

DEAF-BLIND CONNECTIONS, Jacobs, Rhonda. 2009. "Deaf-Blind Connections" is a column about deaf-blind interpreting and the deaf-blind community. This edition is the inaugural column. It describes why such a column is important for interpreters by using the concept of contact in improvisational dance as a metaphor. Contact is a much larger and all-encompassing concept than touch because it implies communication--a give and take with another person--at a given moment in time. Information about resources for interpreters and news from the national Task Force on Deaf-Blind Interpreting is also included. VIEWS, vol. 25, #7, July 2008, pp. 44-45.

2010-0022

DEAF-BLIND CONNECTIONS: Deaf-Blind Interpreting in Court, Jacobs, Rhonda. 2009. Outlines what interpreters need to know when interpreting in court for deaf-blind persons. Topics include a discussion of the types of expertise that interpreters need (deaf-blind vs. legal); how to prepare for interpreting in court; how to prepare the court (e.g., materials that should be sent in advance to an attorney or court clerk); how to request and select interpreters who meet the needs of a specific deaf-blind individual; meeting in advance with court personnel; and preparing the deaf-blind consumer. VIEWS, vol. 26, #1, Winter 2009, pp. 46-47, 49.

2010-0030

DEAF-BLIND CONNECTIONS: Interpreting as Möbius Strip, Jacobs, Rhonda. 2008. A Möbius strip is a continuous loop of ribbon such that if you follow your finger along one side, you will end up on the other side and then back again to where you originally started. In this edition of the column "Deaf-Blind Connections," the author uses a Möbius strip as a metaphor to explore the interplay of factors that make up deaf-blind interpreting. These factors include the skills needed to do deaf-blind interpreting, but also factors related to human dynamics such as interpersonal demands (the interactions of individuals present in the interpreting situation) and intrapersonal demands (psychological and physiological factors within the interpreter that have an effect on the interpreting event). RID VIEWS, vol. 25, #8, Fall 2008, pp. 44-45.

2010-0024

DEAF-BLIND CONNECTIONS: "May I Pet the Dog?", Jacobs, Rhonda. 2009. This edition of the column "Deaf-Blind Connections" lists 20 tips for interpreters to use when working with deaf-blind people who have guide dogs. They are points of etiquette and protocol that, when known and observed, can allow the deaf-blind person, the interpreter, and the guide dog to each do their job as part of a team. VIEWS, vol. 26, #2, Spring 2009, pp. 45-46.

2010-0031

DEAF-BLIND CONNECTIONS: Report from the National Task Force on Deaf-Blind Interpreting Face-to-Face Meeting, Jacobs, Rhonda. 2009. This is a report of a meeting of the National Task Force on Deaf-Blind Interpreting, held July 31-August 1, 2009 in Philadelphia.  The purpose was to identify goals and activities for the current year.  A facilitated discussion resulted in identifying the following items as most salient and suitable to the mission and work scope of the task force: (1) infusion (having deaf-blind people included as part of the spectrum of consumers) versus specialized training; (2) faculty not having expertise; (3) outdated resources; (4) how current interpreters who work with deaf-blind people are being trained; (5) viewing the paradigm of deaf-blind interpreting as a setting rather than a special topic; and (6) further training of faculty, staff, and instructors. RID VIEWS, vol. 26, #4, Fall 2009, pp. 44-45.

1998-0197

DEAF-BLIND INTERPRETING, McNamara, Jamie. 1997, 2.  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

2008-0166

DEAF-BLIND INTERPRETING: Many Paths on the Road, National Task Force on Deaf-Blind Interpreting. 2008, 3.  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.

1998-0363

DEAF-BLIND INTERPRETING 101, Jacobs, Rhonda, CI and CT. 1997, 2.  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

1998-0232

DEAF-BLIND INTERPRETING-INTERNATIONAL STYLE, Gregg, Carol, CT. 1997, 2. 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

2006-0288

DEAF-BLIND INTERPRETING: SETTINGS, SPECTRUMS AND SUCH, Morgan, Susanne, CI and CT; Olsen, Debbie, CI and CT. 2006, 2.  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.

2006-0006

A DEAF-BLIND PERSPECTIVE, McGann, Richard. 2005.  This article is about interpreting for consumers who are deaf-blind written by an 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 

1998-0209

DEFINITIONS OF ALTERNATIVE COMMUNICATION STYLES WITH DEAF-BLIND PEOPLE, Devich, Julie. 1997, 1.  In this article several styles of communication used by Deaf-Blind people are examined.  When interpreting for a Deaf-Blind person it is necessary to match their unique communication style with an accurate form of interpreting. Some issues to consider are knowing the field of available vision, knowing if the consumer is right or left-handed, and being able to use devices such as microphones or a TTY.  VIEWS, vol.14, #11, December 1997, p.15

1998-0207

THE DILEMMA OF DEAF-BLIND INTERPRETING, Sandefur, Ruth, RSC, OIC:V/S. 1997, 2. 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

1998-0231

A GLOSSARY OF SOME COMMUNICATION METHODS USED WITH DEAF-BLIND PEOPLE, Cooper, Sheryl B. 1997, 2.  Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations.  VIEWS, vol.14, #11, December 1997, p.6

1998-0185

"I DON'T DO DEAF-BLIND", Jacobs, Rhonda, CI and CT. 1997, 2.  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

2008-0163

AN INTERVIEW ON DEAF-BLIND INTERPRETING WITH CHAD METCALF, Jacobs, Rhonda, CI and CT. 2008, 3.  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.

2006-0284 ON BELAY....BELAY ON: Close Encounters In Deaf-Blind Interpreting, Galasso, Patrick, CI and CT. 2006, 2.  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.

2006-0283

QUEST FOR SELF-IMPROVEMENT LEADS TO DEAF-BLIND SYMPHONY, Chambers, Diane L., BS, IC/TC. 2006, 2.  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.

1998-0196

TACTILE INTERPRETING - ARE YOU READY? Downey, Jodene. 1997, 1.  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

2008-0164

TAKE THE HANDS-ON APPROACH, Bull, Elizabeth J., CT. 2008, 1.  This brief article encourages interpreters to take on assignments with deaf-blind individuals.  RID VIEWS, vol. 25,  #2, February 2008, p. 8.

2001-0042

TEAM STRUCTURE FOR A DEAF-BLIND STUDENT, Dunn, Betsy J., CSC. 2000, 2.  This article provides examples and role definitions for support team members for a deafblind student.  Roles of the student, parent, administrator/case manager, primary support teacher, interpreters, vision teacher, and mobility instructor are defined in detail.  Various methods to define, establish and communicate the role of each team member to general educators are provided.  Sample topics to address in a guidebook for inclusion of a deafblind student are included.  VIEWS, vol. 17, #3, March 2000, pp. 16-17.