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 90-minute 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. Available at: http://www.youtube.com/watch?v=Ps5j78E33yU
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. Available 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 90-minute webinar, geared toward interpreter educators and working interpreters, with or without experience working with people who are deaf-blind, presented 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. Webinar available at: http://www.youtube.com/watch?v=JkpykTKzwAc
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 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 provides 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 in the IEP are suggested. 90 minutes. Available at: http://www.youtube.com/watch?v=iJwAV2rV5x0