- 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
Curricula/Resources for Interpreter Education
ANATOMY OF AN INTERPRETATION/ Jacobs, Rhonda. National Task Force on Deaf-Blind Interpreting and the CATIE and MARIE Centers. 2013, 1 hour, 31 minutes, 48 seconds. This webinar, geared toward interpreter educators and working interpreters, with or without experience working with people who are deaf-blind, will build upon the previous webinar, A Process Model for Deaf-Blind Interpreting, and examine an interpretation done by a Deaf interpreter working with a Deaf-Blind individual, looking at how various aspects of an interpretation are done, particularly the incorporation of visual information. For participants who did not participate in the previous webinar, there will be a brief review of the process model of interpreting previously presented. This document is available on the web at: http://www.youtube.com/watch?v=Ps5j78E33yU
ASSESSMENT OF SERVICE-LEARNING IN THE DEAF-BLIND COMMUNITY, Shaw, Sherry; Jolley, Carolyn S. 2007, 18. The concurrent conditions of deafness and blindness present a set of unique needs within a community that highly values independence and autonomy. This project assesses the service-learning initiative in a post-secondary Interpreter Education Program (IEP) in which students learn via civic engagement with the Deaf-Blind community to employ concepts and skills acquired from coursework. In 2005, several years after implementing service-learning in the Interpreting for Individuals Who Are Deaf-Blind course, the program assessed project efficacy through reflective journal analysis and stakeholder interviews. Results indicated dominant themes around Deaf-Blind consumer empowerment, personal attitudes, coping strategies, and application of experiences to specific topics addressed in class. Outcomes of this assessment are being used to revise the course so as to align objectives more closely with needs of students and community entities that serve persons who are Deaf-Blind. JOURNAL OF EXPERIENTIAL EDUCATION, 2007, Vol. 30, No. 2, pp. 134-152.
CURRICULUM GUIDE FOR INFUSING DEAF-BLIND INTERPRETING THROUGHOUT AN INTERPRETER EDUCATION PROGRAM, Hecker-Cain, Jane; Morrow, Susanne, Morgan; Frantz, Richelle. 2008, 9. This resource was compiled by members of the National Task Force on Deaf-Blind Interpreting to help interpreter educators readily access instructional materials related to teaching deaf-blind interpreting skills that can be incorporated into any curriculum. The materials are organized by generic course titles that reflect the types of courses typically included in interpreter education programs. The last pages of the document outline where to obtain the materials. This publication was first presented at the 2008 Conference of Interpreter Trainers conference. This document is available on the web as a Word document (http://www.nationaldb.org/documents/products/CurriculumGuideNTFDBI.doc) or pdf document (http://www.nationaldb.org/documents/products/CurriculumGuideNTFDBI.pdf).
DEAFBLIND INTERPRETER EDUCATION GUIDELINES --World Association of Sign Language Interpreters. (2013) The lack of qualified interpreters working with Deafblind people is widespread throughout the world. The identified global need for opportunities for students of signed language interpreting to be exposed to, learn about, and become skilled in Deafblind interpreting led to the development of guidelines in 2012. This article was developed to describe an overall approach, both philosophical and practical, to incorporating and enhancing Deafblind interpreter training in existing signed language interpreting programs around the world. Available on the web: http://wasli.org/wp-content/uploads/2013/06/279_wasli-db-interpreter-education-guidelines-1.pdf
DEAF-BLIND INTERPRETING WORKBOOK: Student Readings and Worksheets, 2nd Edition, Washington State Deaf-Blind Citizens Inc. -- Washington State Deaf-Blind Citizens: 2005, 101. 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
ENHANCING THE SELF-ADVOCACY EXPERIENCE FOR DEAFBLIND TRAINERS/ NCIEC Workteam. -- National Consortium of Interpreter Education Centers: 2013. In 2013, the NCIEC Workteam adapted the DSAT curriculum for DeafBlind audiences. Entitled Deaf Self-Advocacy Training; Curriculum Toolkit, Second Edition; Enhancing the DSAT Experience for DeafBlind Trainers and Consumers Supplement, the Supplement provides DeafBlind Self-Advocacy (DBSAT) trainers and DeafBlind participants with greater access to the Deaf Self-Advocacy Training (DSAT) Curriculum Toolkit, Second Edition (2012). It offers suggested training approaches for DeafBlind audiences, summaries of the numerous video vignettes used throughout the curriculum, tips for training, and additional resources. Located on its own disk in the Deaf Self-Advocacy Training (DSAT) Curriculum Toolkit, the materials are available in large print and electronic Braille. Hard copy Braille is available upon request at: email@example.com. Learn more about the Curriculum at:http://www.interpretereducation.org/deaf-self-advocacy/curriculum-overview/
INTERPRETING STRATEGIES FOR DEAF-BLIND STUDENTS: An Interactive Training Tool for Educational Interpreters [DVD & Manual], Morgan, Susanne, MA, CI, CT. -- Ohio Center for Deafblind Education, University of Dayton: no date, 104 pages. [DVD 60 minutes] 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: firstname.lastname@example.org.
NATIONAL CURRICULUM: An Introduction to Working and Socializing with People Who are Deaf-Blind [Includes videos], National Interpreter Education Project: Northwestern Connecticut Community College. -- Dawn Sign Press: 2001, 349. This is an abridged version of the National Curriculum For Training Interpreters Working with People Who Are Deaf-Blind. This is a three module program (total of 48 hours) that provides materials, sessions and activities to be used for in-service training and workshops where people want to learn more about communicating with and understanding people who are Deaf-Blind. It also includes the syllabus for a four credit college course. The curriculum is presented in several alternate formats including regular print, large print, videotapes, and on diskette in ASCII. This curriculum is the introductory level and is designed for beginners who have intermediate to advanced sign language skills and are interested in learning about communicating with person who are Deaf-Blind. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. Available from DawnSignPress, http://www.dawnsign.com/store
NATIONAL CURRICULUM FOR TRAINING INTERPRETERS WORKING WITH PEOPLE WHO ARE DEAF-BLIND [Includes videos], Myers, Mark. National Interpreter Education Project: Northwestern Connecticut Community College. --2001, 369. This curriculum provides materials for nine in-service training modules and a four-credit college course. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. The curriculum includes two videos that offer five informative, easy-to-understand programs: The Deaf-Blind Community Experience, Understanding Technology Used by People who are Deaf-Blind, Sighted Guide Techniques with People who are Deaf-Blind, Tactile Communication Methods and Techniques, and Interpreting Adjustments. Available from the National Clearinghouse of Rehabilitation Training Materials. Choose NCRTM Library and follow the search instructions. Publisher's web site: https://www.ncrtm.ed.gov/
NATIONAL SUPPORT SERVICE PROVIDER PILOT PROJECT ROLLS OUT NEW CURRICULUM / Jacobs, Rhonda. 2010, 2. This article highlights the importance of support service providers (SSPs) for individuals who are deaf-blind and the establishment of the National Support Service Provider Pilot Project. In 2008, there was a federal appropriation that allowed the Deaf-Blind Service Center (DBSC) of Seattle, WA to begin Phase I with the development of a curriculum for training SSPs as well as training people who are deaf-blind to learn more about how to work with SSPs. A copy of the curriculum is available for free download from the DBSC website in regular print, large print, and Braille 1 and 2. A tactile publication was also produced and presented to approximately 40 individuals who are deaf-blind. Phase II will include multi-media tools such as PowerPoint presentations to go with each section of the curriculum, DVDs and other instructional materials. The funding received was enough to cover the technology tools, but not enough to cover training trainers, so more funding may be needed to make this happen. RID VIEWS, vol. 27, #3, Summer 2010, pp. 18-19
NEWS FROM THE INTERNATIONAL FRONT/ Jacobs, Rhonda. 2013, 2. In 2011, the World Association of Sign Language Interpreters (WASLI) established the Deafblind Interpreting Committee to address the global lack of qualified interpreters to work with Deafblind people. The committee completed a document titled, "Deafblind Interpreter Education Guidelines" and the content is described in this article. The guidelines are available at http://wasli.org/wp-content/uploads/2013/06/279_wasli-db-interpreter-education-guidelines-1.pdf. A few additional updates on international news are provided. RID VIEWS, vol. 30, #2, Spring/Summer 2013, pp. 24-25
DEAFBLIND INTERPRETING: An Infusion Module for Interpreter Education Programs/ National Consortium of Interpreter Education Centers (NCIEC). 2013. This module, designed to be integrated into interpreter education programs, provides an overview of deaf-blind interpreting, including environmental and ergonomic considerations, interpreting mode modifications, and additional responsibilities. It includes activities, readings, videos, and quizzes. All the content is available as PDFs or links which can be inserted into an institution’s Learning Management System (i.e., Blackboard, Moodle, etc.). Word versions of the content are also provided, which instructors can customize for their courses. The module was reviewed and updated in 2016. It is available on the web at: http://www.interpretereducation.org/teaching/classroom-modules/deafblind/
A PROCESS MODEL FOR DEAF-BLIND INTERPRETING/ Jacobs, Rhonda. National Task Force on Deaf-Blind Interpreting and the CATIE and MARIE Centers. 2013, 1 hour, 29 minutes and 34 seconds. This webinar, geared toward interpreter educators and working interpreters, with or without experience working with people who are deaf-blind, will present A Process Model for Deaf-Blind Interpreting as published in the 2005 Journal of Interpretation, updated to include work published since 2005. Participants examine a process model of interpreting as it relates to deaf-blind interpreting, considering such elements as visual information, message analysis, contextual analysis, linguistic modifications and back-channeling. This document is available on the web at: http://www.youtube.com/watch?v=JkpykTKzwAc
SERVICE-LEARNING: Recentering the Deaf Community in Interpreter Education/ Shaw, Sherry; Roberson, Len. -- Gallaudet University Press: 2009, 7. This article discusses enhancing relationships between the Deaf community and interpreter education programs by engaging students in a form of civic engagement known as service-learning. Interpreter education has evolved from cultural, social, experiential, and linguistic immersion in the Deaf community to a classroom experience that is often far removed from the community. The "accidental evolution" away from community and into higher education has resulted in the Deaf community's displacement from its former central role in preparing interpreters, and the "mitigation from community to academy comes at some cost." The authors describe how the University of North Florida, in the initial stages of developing a B.S. degree and M.Ed. concentration in ASL/English Interpreting, responded by developing stand-alone courses in service-learning, with hopes of prioritizing the needs of the Deaf community in curriculum development. AMERICAN ANNALS OF DEAF, vol. 154, #3, 2009, pp.277-283.
STRATEGIES FOR INFUSING DEAF-BLIND RELATED CONTENT INTO THE INTERPRETER EDUCATION PROGRAM (IEP) CURRICULUM: A Shareshop Amongst Instructors/ Morgan Morrow, Susanne. Deaf-Blind Teaching, Interpreting and Professional Development and the CATIE and MARIE Centers. 2014, 1 hour, 32 minutes, 17 seconds. It is the intention of Interpreter Education Programs (IEPs) 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 is 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. This document is available on the web at: http://www.youtube.com/watch?v=iJwAV2rV5x0
VIDEO EXAMPLES OF DEAF-BLIND INTERPRETING/ National Task Force on Deaf-Blind Interpreting and the CATIE and MARIE Centers. 2013. The following links are examples of Deaf-Blind Interpreting created by the National Task Force on Deaf-Blind Interpreting and the CATIE and MARIE Centers.