- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Interpreting Materials Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: email@example.com
Day in the Life of the Staff Interpreters at the Helen Keller National Center --Hecker-Cain, Jane; Rubinberg, Ilissa. VIEWS, Vol. 22, #11, December 2005, pp. 35-36. (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.
Deaf-Blind Connections: Interpreting as Möbius Strip/Jacobs, Rhonda, RID VIEWS, vol. 25, #8, Fall 2008, pp. 44-45.(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).
Deaf-Blind Connections/Jacobs, Rhonda, VIEWS, vol. 25, #7, July 2008, pp. 44-45. (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.
Deaf-Blind Connections: "May I Pet the Dog?"/Jacobs, Rhonda, VIEWS, vol. 26, #2, Spring 2009, pp. 45-46.(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.
Deaf-Blind Connections: Report from the National Task Force on Deaf-Blind Interpreting Face-to-Face Meeting/Jacobs, Rhonda, RID VIEWS, vol. 26, #4, Fall 2009, pp. 44-45.(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.
Deaf-Blind Interpreting --American Association of the Deaf-Blind. THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, #2. (2007) This special issue focuses on interpreting for individuals who are deaf-blind. Publisher's web site: http://www.aadb.org/
Deaf-Blind Interpreting: Many Paths on the Road --National Task Force on Deaf-Blind Interpreting. RID VIEWS, vol. 25, #2, February 2008, pp. 11-13. (2008) 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.
Deaf-Blind Interpreting: Settings, Spectrums and Such --Morgan, Susanne, CI and CT; Olsen, Debbie, CI and CT. RID VIEWS, vol.23, #2, February 2006, pp. 30-31. (2006) 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.
Deaf-Blind Interpreting Workbook: Student Readings and Worksheets, 2nd Edition --Washington State Deaf-Blind Citizens Inc. Seattle: Washington State Deaf-Blind Citizens. (2005) 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: https://www.bookshare.org/browse/book/278675/Deaf-Blind%2BInterpreting%2BWorkbook%253A%2BStudent%2BReadings%2Band%2BWorksheets
A Deaf-Blind Perspective --McGann, Richard. VIEWS, Vol. 22, #11, December 2005, pp. 1, 54. (2005) 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.
Discourse Genre and Linguistic Mode: Interpreter Influences in Visual and Tactile Interpreted Interaction --Metzger, Melanie; Fleetwood, Earl; Collins, Steven D. Sign Language Studies, Vol. 4, No. 3, Winter 2004, pp. 118-136. (2004) In this article, the authors investigate visual and tactile ASL-English interpreters' influences on interactive discourse through an interactional sociolinguistic analysis of videotaped, interpreted interactions. They examine the participation framework of each of the interactions to determine whether the interpreters' utterances influence the interaction. For example, how do interpreters' code choices align them with the Deaf-sighted, Deaf-Blind, or hearing participants? How do interpreters create footings within their renditions and self-generated nonrenditions? Based on a growing body of research on tactile signed languages and on signed language interpretation of dyadic interaction such as student-teacher meetings, medical interviews, and multiparty genres such as classroom discourse, they examine ways in which discourse genre and linguistic mode contribute to those interpreter-generated influences. Publisher's web site: http://gupress.gallaudet.edu/SLS.html
Forum: National Task Force on Deaf-Blind Interpreting --American Association of the Deaf-Blind. The Deaf-Blind American, Deaf-Blind Interpreting, April-June 2007, Volume 46, Number 2, pp. 31-35. (2007) This article includes the results of the forum on the National Task Force on Deaf-Blind Interpreting held at the 2006 AADB Conference in Baltimore, MD. Responses came from both deaf-blind consumers and interpreters. Publisher's web site: http://aadb.org/
Guiding Tasks for Interpreters Working With Deaf-Blind Travelers --Bourquin, Eug. VIEWS, Vol. 22, #11, December 2005, pp. 17-13. (2005) 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.
Implications of Deafblindness on Visual Assessment Procedures: Considerations for Audiologists, Ophthalmologists, and Interpreters --Hyvarinen, Lea. TRENDS IN AMPLIFICATION, vol. 11, #4, December 2007, pp. 227-232: (2007) This article describes strategies that ophthalmologists and audiologists can use when assessing the vision or hearing of individuals who are deaf-blind. It also describe how these professionals can work with interpreters during the assessment process.
Interpreters, Interveners, and Support Service Providers (SSPs): The Differences of Roles --Nuccio, Jelica; Cue, Kris. Austin, TX: Texas Deafblind Project. 2007 Texas Symposium on Deafblindness. (2007) This presentation discusses the differing roles of interpeters, interveners, and Support Service Providers (SSPs). The presenters are deafblind individuals and describe how to empower deaf-blind people to make independent decisions. The main goal of the workshop is to demonstrate the importance of having a road map for each deaf-blind person with exposure of hands on information and access to experiences.
Interview on Deaf-Blind Interpreting with Chad Metcalf --Jacobs, Rhonda, CI and CT. RID VIEWS, vol. 25, #2, February 2008, pp. 1,15,16. (2008) This article is an interview of a deaf-blind person and his use of interpreters.
Patience or Presence : A Reflection on Qualities/Jacobs, Rhonda. RID VIEWS, vol. 27, #2, Spring 2010, p.20-21. (2010) The author reflects on the qualities an interpreter should have in order to work with people who are deaf-blind. She writes that often perspective interpreters assume or have been taught that patience is an essential quality. Instead of patience which can have a negative connotation, she suggests another way to look at an interpreter's way of being and doing is to have a quality of presence, to be "with" - to be with what is happening, to be with people where they are and how they are.
Process Model for Deaf-Blind Interpreting --Jacobs, Rhonda. Registry of Interpreters for the Deaf. Journal of Interpretation. (2005) 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.
Tips for Deaf-Blind Consumers Working With Interpreters --Reis, Rossana. THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, #2, pp. 12-14. (2007) This article gives a list of suggested tips for deaf-blind individuals when working with interpreters. It recommends screening interpreters and advocating for communication and logistic needs. Publisher's web site: http://www.aadb.org/
Tips for Interpreters Working With Deaf-Blind Consumers --Reis, Rossana. THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 15-17. (2007) This article suggests tips (Do's and Don'ts) for interpreters who work with deaf-blind consumers. Publisher's web site: http://www.aadb.org/
Video Relay Services for People Who Are Deaf-Blind --Gasaway, Mark A. THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 22-26. (2007) This article discusses the results of a survey sent to the AADB-L listserv and other major listsevs for deaf-blind people. It asked 5 questions pertaining to the use of the video relay service interpreting service. Publisher's web site: http://www.aadb.org/
Video Remote Interpreting...It's a Good Thing! --Lightfoot, Mary Henry, CI and CT. RID VIEWS, vol.23, #6, June 2006, pp. 1, 7, 30. (2006)The author describes the use of video remote interpreting (VRI), where at least one of the participants is at a distance. It is rapidly becoming an accepted form of communication transmission in medical, legal, business, and educational settings. The author states the good thing about VRI is that there are no federal regulations to mandate its use. The challenging thing about it, however, is that there are no professional guidelines for this type of interpreting.