1. Students will be able to define different types of consumers with the reasons they would warrant the use of a DI-HI team.
2. Students will comprehend and show sensitivity in their use of politically correct v. incorrect and current v. outdated terminology preferred in Deaf communities when discussing the use and justification of DI-HI teams.
3. Students will be able to justify, with use of appropriate terminology and references to CPC and other cited materials, the unique considerations for the following settings and the use of a DI-HI team
4. Students will be able to determine their suitability for an interpreting assignment, providing evidence based on; credentials, knowledge, skills strengths and abilities, demands of the interpreting job, and acknowledgment of the ethical and professional obligation they have to ensure that effective communication is achieved.

Unit 3- Assessing the Need for a DI-HI Team

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Introduction

Assessing the need for a DI-HI team typically falls on the shoulders of the hearing interpreter assigned to a particular job because they are often the first on the scene in an interpreted setting. This means that the hearing interpreter is usually the person responsible for first assessing the needs required to successfully interpret in a particular setting. However, it is important for anyone assessing these communication needs to look at several different factors in order to determine if a DI-HI team is required to ensure the D/deaf person’s rights to full linguistic and communicative access are provided. Two of the primary factors to consider will be explored in this unit – the Deaf consumers of the interpreting service and the setting in which these services are to be provided. Though DI-HI teams may be required or beneficial for any consumer or setting. Though this unit cannot include every possible setting where DI-HI teams would be warranted, this unit focuses on 7 categories of consumers and 3 settings. Possible consumers that often require the use of a DI-HI team are divided into the following 7 categories: semi-lingual/alingual, foreign-born, users of International Sign, DeafBlind individuals, those consumers with physical and/or cognitive disabilities (i.e. Deaf Plus), minors, and persons under the influence or experiencing a traumatic event. The 3 settings covered in this unit are: educational, social services, and medical. These settings were chosen based on where novice interpreters are more likely to work and because of their complexity combined with their potential for life-altering outcomes all of which are heavily dependent on linguistic presence and full access. We have also included five additional settings that would be more suited to expert interpreters – employment, mental health, legal, public events, and platform work such as national/international interpreting and/or deafness-related conferences. Activities for these additional settings are provided as well.

In summary, this unit includes a brief discussion on the important impact that a HI’s own skills can have on the need for a DI-HI team as well as a summary of the importance of this assessment.

I) Possible Consumers

Deaf individuals have a variety of language experiences, backgrounds, and skills. When assessing the need for a DI-HI interpreting team, it is essential that an interpreter have familiarity with the variety of possible consumers who may require the use of a DI-HI team in order to ensure their rights to equal access are preserved. In this unit, a variety of possible consumers are briefly discussed, for more in depth information on the topic, please see the resources listed at the end of the unit. It is important to note that the categories listed here are not mutually exclusive as it is possible to have one consumer with multiple factors impacting their language use.

1. Semi-lingual/alingual: Bienvenu and Colonomos (1992) define these consumers as “…deaf people (alingual) who have not been exposed to any natural language and have devised a limited vocabulary to express their thoughts… Other D/deaf people (semi-lingual) have learned some signs, but their language acquisition was so delayed, or the language input so scarce, that they are not able to express themselves freely, with the depth and precision of natural language” (p. 71). According to the NCIEC Deaf Interpreter Work Team (2010), Deaf interpreters work most frequently with this consumer population. Other labels sometimes used to describe these consumers include Minimal Language Skill (MLS), highly visual, monolingual, low functioning, Limited English Proficiency (LEP), etc. Though these terms may be used in various contexts, the preferred and more appropriate terms are alingual or semi-lingual.
2. Foreign-born: Some Deaf people have immigrated to the US from foreign countries and therefore may have a fluent and native signed language other than ASL as their native language. These potential consumers could also be in the process of acquiring ASL, or they may have no foundation in a signed language whatsoever.
3. Users of International Sign: International Sign (IS) is a system of signs created by a committee of the World Federation of the Deaf (WFD) in 1973. It is a system of signs based on choices of the most easily understood signs from a diverse variety of signed languages (NCIEC Deaf Interpreter Work Team, 2012). Previously called Gestuno, International Sign is now the preferred term used to describe this created, non-natural signed communication system (Boudreault, 2005). Some possible deaf consumers of interpreting services may be international travelers who have a fluent and native language other than ASL, but may also have an understanding of, and ability to use, International Sign.
4. DeafBlind: DeafBlind consumers can include people with a spectrum of hearing and vision abilities who need specific accommodations in order to access signed language (e.g. tactile interpreting, close or far interpreting, tracking, etc). More information on communication needs and preferences for DeafBlind individuals can be found at http://aadb.org/factsheets/db_communications.html.
5. Deaf Plus: This category of possible consumers would include any Deaf or Hard of Hearing persons who have cognitive and/or physical disabilities that impact their language expression or comprehension such as autism or down syndrome. This category would also include individuals with conditions such as Cerebral Palsy or Muscular Dystrophy, which may impact their ability to produce signs, and may therefore necessitate a DI-HI team.

Certain mental illnesses may impact a Deaf person’s ability to produce and comprehend typical ASL and would benefit from a DI-HI team. An example of this would be a Deaf person who experiences hallucinations. There may be very subtle language cues and changes that indicate whether the deaf consumer is signing to their hallucinations or directly to the addressee. This distinction is critical as a misinterpretation may lead to a misdiagnosis.

1. Minors: This includes anyone under the age of 18. Depending on their language environments, education level/background, and age, minors may have varying levels of language competency.
2. Persons under the influence or experiencing a traumatic event: There may be some Deaf persons who would not typically require the services of a DI-HI team, but for a particular event or setting a DI-HI team would be the best provision of services. Examples include Deaf persons who are heavily under the influence of an intoxicating substance that is impacting their ability to produce and comprehend typical ASL. Or a Deaf person that has experienced a traumatic or excessively stressful event (i.e. physical or sexual assault, the loss of a loved one, etc.) that is impacting their ability to communicate effectively.

II) Various Settings

This following information pertains to how DI-HI teams work in three specific settings; educational, social services, and medical.

1. Educational Interpreting

Education is a vital part in the development of young people and adults alike. Access to education becomes even more important for people with needs for accommodations. The Individuals with Disabilities Education Act of 1975, amended 2004, along with the Americans with Disabilities Act, section 504 of the Rehabilitation Act of 1973, require that accommodations be made for people who are Deaf and Hard of Hearing in K-12 and higher education settings.

The educational environments that interpreters work within span a vast range of ages, settings, and content. An interpreter needs to have the awareness and ability to assess each educational setting in order to identify the best communication and interpreting provisions for each situation. In the US, students are more often educated in mainstream environments than in deaf residential schools (Gallaudet Research Institute, 2011). Many of these deaf children are in mainstream settings without any deaf peers, deaf role models, or deaf language models (Oliva, 2004), and in these settings the role of the interpreter in providing appropriate access and language modeling becomes that much more imperative. There may be times when an ASL-English interpreter is not best suited for providing access to a consumer in an educational setting and may make the decision to include a DI on the interpreting team.

Any educational setting in which interpreters work could potentially require a DI-HI team depending on the consumers’ needs. These settings include, but are not limited to, birth-to-three programs, pre-k programs, K-12 programs, vocational training, undergraduate and graduate programs, etc. In the settings where there is a hearing student with Deaf family members, services may be required for the Deaf parents or family members attending school functions, educational planning meetings, etc. It is also possible that Deaf family members will necessitate a DI-HI team.

2. Social Services

Social Service programs include, but are not limited to: Vocational Rehabilitation, Social Security, Medicaid, Medicare, Child Protective Services, utility assistance programs, food banks, low cost clinics, and housing agencies. There are forms, criteria, and regulations that determine a person’s eligibility for social services. These forms and regulations are not only vast but they can be quite complex. Understanding what is expected of the social service participant is paramount; services will be denied or delayed if forms are not properly filled out or regulations, rules, or criteria are not satisfied. With few laws that mandate the use of an interpreter in social service settings (Humphrey & Alcorn, 2001) access to these services can be difficult, further marginalizing Deaf communities. To add to the complexity, social service settings often include legal and mental health interpreting. Child Protective Services, for example, could begin with a routine home visit that turns into legal questioning or mental health counseling the Deaf parents and/or the child who may be under emotional duress. Due to the complexity and serious nature of these settings, combined with their potential for life-altering outcomes if services are denied, delayed, or inappropriately given, interpreters working in social service settings should consider utilizing a DI-HI team.

3. Medical Interpreting

In the United States, Deaf individuals are granted equal access to health care services through both the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. While we would expect that these two laws have allowed for improved access and a greater understanding of health care issues, studies have shown that this is not the case (Steinberg, Wiggins, Barmada, and Sullivan, 2002). A study conducted in 2002 examined Deaf women’s health care experiences and found that there was a general lack of health knowledge, little understanding or value of common screenings, purposes of prescribed medications or procedures, and negative experiences with insensitive health care providers. Subjects in this particular study reported more “positive experiences and increased access to health information” with medical practitioners who provided qualified interpreters (Steinberg, et al, 2002, p. 729). Moore and Swabey (2007) discuss several other studies which mirror the experiences of women in Steinberg et al.’s study. The Registry of Interpreters for the Deaf (RID) Standard Practice Paper Interpreting in Health Care Settings (2007) lists eight settings “in which the information to be exchanged requires effective communication.” These same settings may require the use of a DI-HI team in order to ensure effective communication and include, but is not limited to: taking a patient’s medical history, giving diagnoses, performing medical procedures, explaining treatment planning, explaining medicine prescription and regimen, providing patient education or counseling, describing discharge and follow up plans, and admitting to emergency departments/urgent care. Specific medical settings and situations will have distinct ramifications on communication and will present specific challenges to interpreting procedures. Most often, problems that arise in the medical setting are “due to differing cultural norms, and the onus falls to the interpreter to make the adjustments required for accurate communication” (Moore and Swabey, 2007, p. 24). DI-HI teams are better equipped at handling these differing cultural norms.

Although three particular setting where DI-HI teams often work are described in this unit, it is also important to recognize that DI-HI teams work in a number of additional settings. These setting include, but are not limited to: mental health interpreting, legal, public events settings, and national/international interpreting and/or Deafness-related conferences.

III) HI Self-Skill Assessment and Summary for Unit 3

HIs may acquire fluency in ASL and may be viewed as holding partial membership in the Deaf community, however, they often do not have the same level of native fluency and insider acceptance in the Deaf community as DIs. Though a HI could perhaps justify the need for a DI on every interpreting assignment, the practicality of following such an ideal is not realistic. For that reason, HIs must continually assess their skills against the demands of the job to determine when a DI should be included as part of the interpreting team.
The NAD/RID Code of Professional Conduct (2005) states that interpreters must assess “the consumers’ needs and the interpreting situation before and during the assignment and make necessary adjustments as needed,” and furthermore, to “request support (e.g., certified deaf interpreters, team members, language facilitators) when needed to fully convey the message or to address exceptional communication challenges.” Typically, it is the HI who is first called in to interpret and therefore they possess the power of deciding whether or not they are able to meet the needs of the consumer involved in a particular setting. For this reason, continual self-assessment to determine suitability for an interpreting assignment is imperative. The mark of a true professional is evidenced by their acknowledgment of the ethical and professional obligation they have to ensure that effective communication access is achieved and in doing so continually assess their strengths and abilities against the demands of the interpreting job. Recognizing that a DI-HI team is needed and taking steps to secure such a team is the sign of a professional, ethical interpreter.

References

American Association of the Deaf-Blind. (2009, February 11). How do Deaf-Blind people communicate?. Retrieved from http://aadb.org/factsheets/db_communications.html.

Bienvenu, M., & B. Colonomos (1992). Relay interpreting in the 90′s. In L. Swabey (Ed.), Proceedings from Eighth National Convention of the Conference of Interpreter Trainers: The Challenge of the 90′s: New Standards in Interpreter Education (pp. 69-80). Pomona, CA: Conference of Interpreter Trainers. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/07/Bienvenu.pdf.

Boudreault, P. (2005). Deaf interpreters. In T. Janzen (Ed.) Topics in Signed Language Interpreting: Theory and Practice (pp. 323-355). Philadelphia, PA: John Benjamins.

National Consortium of Interpreter Education Centers. (2010). Toward effective practice:

Competencies of the Deaf Interpreter. Boston, MA: NCIEC Deaf Interpreter Work Team. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/07/DC_Final_Final.pdf.

Registry of Interpreters for the Deaf, Inc. (2005). NAD-RID Code of professional conduct. Retrieved from http://rid.org/ethics/code-of-professional-conduct/.

Educational Interpreting

Gallaudet Research Institute. (April 2011).Regional and national summary report of data from the 2009-10 annual survey of Deaf and Hard of Hearing children and youth.Washington, DC: GRI, Gallaudet University.

Oliva, G. A. (2004). Alone in the mainstream: a deaf woman remembers public school. Washington, D.C.: Gallaudet University Press.

Social Services

Humphrey, J. H., & Alcorn, B. J. (1995). So you want to be an interpreter?. Amarillo, TX: H&H Publishers.

Medical Interpreting

Moore, J., & Swabey, L. (2007 – Draft). Medical interpreting: A review of the literature. CATIE, College of St. Catherine/NCIEC.

Registry of Interpreters for the Deaf. (2007). Standard practice paper: Interpreting in health care settings. Retrieved from http://www.rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Drafts_June_2006/Health_Care_Settings_SPP.pdf.

Steinberg, A. G., Wiggins, E. A., Barmada, C. H., & Sullivan, V. J. (2002). Deaf women: Experiences and perceptions of healthcare system access. Journal of Women’s Health, 11, 729-741.

Suggested Resources

Burns, T. J. (1999). Who needs a Deaf interpreter? I do!. RID VIEWS, 16(10), 7.

Egnatovitch, R. (1999). Certified Deaf Interpreter WHY. RID VIEWS, 16(10), 1;6.

Educational Interpreting

Registry of Interpreters for the Deaf. (1997). Standard practice paper: Use of a Certified Deaf Interpreter.Retrieved https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view.

Registry of Interpreters for the Deaf. (2010). Standard practice paper: An overview of K-12 educational interpreting. Retrieved from https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view.

Student Activity: Possible Consumers

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Unit 3 Goals for Possible Consumers Section

1. Students will be able to define different types of consumers with the reasons they would warrant the use of a DI-HI team.
2. Students will comprehend and show sensitivity in their use of politically correct v. incorrect and current v. outdated terminology preferred in Deaf communities when discussing the use and justification of DI-HI teams.

The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:
Gary, a certified signed language interpreter with 6 years of professional experience, has been contacted by Child and Family Protective Services (CFPS) to interpret for a investigation of alleged abuse of a 6 year old deaf boy. Specifically, he has been contacted to interpret for the interview between CFSP investigators and the child. The child is profoundly deaf and is enrolled in first grade at the School for the Deaf, but this is his first year there. His family is hearing and does not use sign language with in the home.

Gary has worked extensively in legal settings, but not frequently with children.

1. Would you recommend a DI-HI team for this appointment?If yes, continue answering questions 2 – 6; if no, jump to question 7:
2. What about the consumer and his language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?

4. What consumer considerations are present in this scenario that would warrant the use of a DI-HI team?

5. Using the CPC for justification, please explain your decision to secure a DI-HI team.

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision not to recommend a DI-HI team?

8. What about the interpreters’ language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations are present in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team.

Unit 3 Goals for Various Settings

1. Students will be able to justify, with use of appropriate terminology and references to CPC and other cited materials, the unique considerations for the following settings and the use of a DI-HI team.

• Educational
• Employment-related
• Social Service
• Medical
• Mental Health
• Legal
• Public Events and Public Access
• National/International Interpreting and/or Deaf-Centered Conferences

Student Activity: Educational Settings

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The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

1. Create a scenario in a K-12 setting that would require the inclusion of a DI on the interpreting team. With detail, describe the setting, consumers, language, environment, and interpreters and provide justification for the inclusion of a DI in the scenario.

2. Create a scenario in a graduate level setting that would require the inclusion of a DI on the interpreting team. With detail, describe the setting, consumers, language, environment, and interpreters and provide justification for the inclusion of a DI in the scenario.

3. Create a scenario in a vocational training setting that would require the inclusion of a DI on the interpreting team. With detail, describe the setting, consumers, language, environment, and interpreters and provide justification for the inclusion of a DI in the scenario.

Student Activity: Social Services Settings

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The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.

Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

Jon holds his NIC:Master and has been interpreting for 15 years. Jon was contacted by Vocational Rehabilitation office to provide interpreting services for an appointment with the hearing VR counselor and Maeve, a Deaf 16 year old bilingual native ASL user who has recently lost most of her vision. This is Maeve’s first visit to VR and the counselor will be explaining qualification criteria, job training, and job placement.

Assessing the need for a DI-HI team

1. Would you recommend a DI-HI team for this scenario?
   If yes, continue to #2 if no continue to question #7.

2. What about the consumers and their anticipated language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?

4. What setting considerations are present in this scenario that would warrant the use of a DI-HI team?

5. Using the CPC for justification, please explain your decision to secure a DI-HI team:

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision to not recommend a DI-HI team?

8. What about the interpreter’s language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team:

Student Activity: Medical Settings

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The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.

Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

Marnie, a freelance interpreter, has been contacted by the office of Dr. Ann Johnson to interpret for a routine medical procedure. Dr. Johnson’s front desk receptionist explains that they have a Deaf patient, Miss Shannon McDonald coming in for an appointment next week and she is trying to secure an interpreter. Shannon is 25 years old and is coming in for a follow-up to her first OBGYN appointment that took place a month ago. There was no interpreter present for the original appointment and she did not seem to understand the purpose of a pap smear on the day that it was taken. The results came back abnormal and Shannon will need to undergo a colposcopy next week. Dr. Johnson tried to explain the procedure over the phone, but Shannon said that she did not understand the VRS interpreter and would just come to the appointment. She requested an interpreter be provided since she does not know what to expect during the procedure.

Marnie has never interpreted for Shannon, but does interpret medical appointments fairly often. She graduated from an Interpreter Education Program last year and has been interpreting professionally for six months. She is pre-certified and took her certification test last month.

Assessing the need for a DI-HI team

1. Would you recommend a DI-HI team for this appointment?
   If yes, continue answering questions 2 – 6; if no, jump to question 7:
2. What about the consumer and his language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?
4. What setting considerations are present in this scenario that would warrant the use of a DI-HI team?
5. Using the CPC for justification, please explain your decision to secure a DI-HI team

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision to not recommend a DI-HI team?

8. What about the interpreter’s language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team:

Unit 3- Assessing the Need for a DI-HI Team- Additional Settings

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Although three particular settings where DI-HI teams often work are described in this unit, it is also important to recognize that DI-HI teams work in a number of additional settings. These setting include, but are not limited to: mental health interpreting, legal, public events settings, and national/international interpreting and/or Deafness-related conferences. Each of these settings is described below.

Additional Settings

Employment settings:

Deaf people throughout the world work in almost every conceivable type of employment setting. From lawyers, to doctors, to teachers, from technical experts, to computer analysts, to consultants; from factory workers, to constructions workers, to janitorial workers, Deaf people are employed in a vast multitude of settings. In the United States, laws are in place that strive to ensure equal access for Deaf individuals in the work place. The Americans with Disabilities Act, section 504 of the Rehabilitation Act of 1973 mandates access to employment settings, meeting certain criteria, for people with disabilities. Though this is the ideal the country is striving for, it must be noted that there are a variety of factors which may impact the actual provision of accommodations in the employment setting that would allow for Deaf employees to truly have equal access to their work environments.

Interpreters may be asked to interpret for Deaf and Hard of Hearing people in a variety of employment related situations spanning an innumerable array of settings in which Deaf and Hard of Hearing people work. Dependent upon the consumer’s language needs in these environments, a DI may be a necessary addition to the interpreting team. Lack of appropriate access in the work place can result in detrimental effects to an individual. Without clear communication, it is possible for a Deaf employee to misunderstand office policies and procedures, promotion and advancement opportunities, and other important work-related information. Additionally, it is possible for contract negations, employee sanctions, and other legally related information to take place in the workplace, and the need for full communication access in these settings is vitally important.

The NAD/RID Code of Professional Conduct requires that all interpreters carefully consider the assignments that they accept, and part of this consideration process is to evaluate the need of a DI in any setting. If an interpreter deems it necessary to include a DI in an employment environment, they must be able to justify this request to the employer. In employment settings it is also important to be sensitive to the concerns of the consumer when asking for additional interpreters on the interpreting team. The Deaf consumer may have concerns about overburdening their employer with requests for accommodations, so a conversation with the Deaf consumer is necessary in these settings. Additionally, it is important to have clear and concrete justification for the inclusion of a DI so that the employer may understand the benefits of utilizing a DI when interacting with their Deaf or Hard of Hearing employee.

Mental Health Settings

As a unique setting with potentially high-stakes results, mental health interpreting requires extensive specialized knowledge, training, skills, and cultural and linguistic competency to effectively facilitate communication among stakeholders. One of the primary challenges in these settings is the fact that mental health professionals depend heavily on language form and content, including subtleties and affective tone, to diagnose and treat mental illnesses. https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view

Additionally, evaluations, tests, therapy decisions, and therapy approaches are based on English and hearing norms (Humphrey & Alcorn, 2001). This is compounded by the fact that many mental health providers do not have specific training to work with deaf individuals (Pollard, 2005).

Unfortunately, misdiagnosis of deaf individuals is common (McCay and Daigle-King, 1999). Misdiagnosis of healthy deaf individuals may be due to differing linguistic, cultural, and social norms between the interpreter(s), therapist(s), and Deaf consumer(s). Also, misdiagnosis of deaf individuals who are suffering from an illness or disorder but are overlooked may also occur because of assumptions by the mental health worker, or even the interpreter, of disfluency, differencing cultural and social norms (Pollard, 2005). Due to the complexity and serious nature of these settings, their potential for life-altering outcomes, and so much riding on the nuances of language, culture, and social norms a DI-HI team can be a literal life-line for all involved.

Legal:

Legal interpreting can occur in any setting, however, in this course we focus on three distinct settings: courtroom proceedings, attorney/client interactions, and interactions with law enforcement officials. Due to the serious nature of these settings and their potential for life-altering outcomes, interpreters working in legal environments must be confident that their work and conduct is effective, accurate, and ethically sound. “It is best practice to collaborate with deaf interpreter specialists in law enforcement settings because deaf interpreters are able to enhance the accuracy, meaning, and effectiveness of the interpretation” (Stewart, K., Witter-Merithew, A., Cobb, M. , 2009, p.37). There is also legal authority for the use of certified DI-HI teams in courtroom settings. While in other settings the DI-HI team may not necessarily be certified, in statutes pertaining to courtroom interpreting, certified interpreters are explicitly required. The Federal Court Interpreting Act, which oversees the provision of interpreters in Federal courts, states “special interpretation services” are authorized when these services will “aid in the efficient administration of justice.” 28 U.S.C. 1872 (k)(1994). In addition to federal statues, more state laws are now also requiring courts to appoint CDIs to the interpreting team. For a listing of state laws pertaining to CDIs in courtroom settings see Section B (pp. 46-88) in Mathers, C.M. (2009). The Deaf interpreter in court: An accommodation that is more than reasonable. National Consortium of Interpreter Education Centers.

Legal interpreting, however, does not only happen in a courtroom. Deaf clients seeking legal counsel may retain the services of an attorney to get expert advice, to prepare for formal legal proceedings, to seek other possible resolutions provided by the law, and for a variety of other reasons. Attorneys work from a specialized body of knowledge and in doing so ensure that all personal or business-related concerns are conducted in a manner that is in full agreement with the laws of the land. Due to the specialized and critical nature of this type of legal work, DI-HI teams serve best in meeting the linguistic and cultural needs of all parties involved.

Additionally, settings with law enforcement individuals are typically high-stakes legal interactions. The consequences of these interactions can have life-altering implications. Investigations, interrogations, and interviews conducted by law enforcement personnel seek to gather accurate and complete information about potential criminal activity. In fact, the way a suspect handles being interrogated will often determine the eventual outcome of a case. For this reason, these types of interactions with law enforcement officers rely heavily on the clarity of the language used in the questioning process. CDI-CHI teams are the best way to ensure that misunderstandings and errors in the interpretation are kept to a minimum. These teams maximize the accuracy and clarity of the message and ensure the protection of the life and liberties of those involved.

Public events:

A public event is defined as being “any event open for the general public such as, exhibitions, expositions, fairs, festivals, entertainment, cause-related, fundraising, and leisure events” (http://definitions.uslegal.com/p/public-event/). These events can vary in terms of their purpose and either be a one-time event or periodic in nature. Since the passage of the Americans with Disabilities Act (ADA) access to these public events through the provision of sign language interpreters has become a commonly accepted practice. These public venues create ideal opportunities for DI-HI teams because they are typically planned well in advance, and there is ample opportunity for teams to obtain preparation materials, coordinate logistics, and otherwise prepare for their work together. With the DI on stage, participants gain exposure to seeing the work of a DI-HI team in what is typically a non-life threatening environment. Having had this exposure and positive experience, individual participants may in the future seek out the work of a DI-HI team for their own interpreting needs.

National/International Interpreting and/or Deafness-Related Conferences:

National and International organizations established by and for Deaf people regularly convene for membership/leadership meetings, host educational and advocacy-related conferences, coordinate rallies, hold public awareness events on human/civil rights topics and other such events. Examples of such organizations are: The National Black Deaf Advocates (NBDA), Intertribal Deaf Council, National Asian Deaf Congress, The National Association of the Deaf (NAD), The World Federation of the Deaf (WFD), and American Association of the Deaf-Blind (AADB) to name a few. DI-HI teams are well suited for interpreting events hosted by these organizations for a number of reasons. As members of Deaf communities, DIs often have direct knowledge and experience with the topics and issues discussed in these forums. This first-hand knowledge allows for both a broad and personal understanding of the meaning, intent, and goals of the participants and leaders. From this base, DI-HI teams can better meet the needs of the participants.

Likewise, National and International Interpreting organizations such as the National Alliance of Black Interpreters (NAOBI), the Registry of Interpreters for the Deaf (RID), the Association of Visual Language Interpreters of Canada (AVLIC) and the World Association of Sign Language Interpreters (WASLI) regularly host conferences, meetings and events for their membership. These organizations provide Deaf and hearing interpreters: educational opportunities, ethical and skills credentialing, and advocacy. They endorse the practice of hiring DI-HI teams by showcasing the skills of DI-HI teams working for their hosted events. DI-HI teams can ensure greater access for a wide-range of participants and, in addition, serve as role models as they publicly display the work produced by DI-HI teams.

References

Mental Health Settings

Haskins, B. (2000). Serving and assessing Deaf patients: Implications for psychiatry. Psychiatric Times, XVII(12), 1-9. Retrieved fromhttp://www.dhs.state.mn.us/main/groups/disabilities/documents/pub/dhs16_141077.pdf.

Humphrey, J. H., & Alcorn, B. J. (1995). So you want to be an interpreter?. Amarillo, TX: H&H Publishers.

National Association of the Deaf. (2003). Position statement on mental health services for people who are Deaf and Hard of Hearing. Retrieved from http://www.nad.org/issues/health-care/mental-health-services/position-statement.

Registry of Interpreters for the Deaf. (2007). Standard practice paper: Interpreting in mental health settings. Retrieved from http://rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Mental_Health_SPP.pdf.

Steinberg, A. G., Sullivan, V. J., & Lowe, R. C. (1998). Cultural and linguistic barriers to mental health service access: The Deaf consumer’s perspective. The American Journal of Psychiatry, 155, 982-984. Retrieved from http://ajp.psychiatryonline.org/article.aspx?articleid=172921.

Legal

Mathers, C. M. (2009). The Deaf interpreter in court: An accommodation that is more than reasonable. National Consortium of Interpreter Education Centers. Retrieved fromhttp://www.diinstitute.org/wp-content/uploads/2012/07/Deaf-Interpreter-in-Court.pdf.

Stewart, K., Witter-Merithew, A., & Cobb, M. (2009). Best Practices: American Sign Language and English interpreting within court and legal Settings. National Consortium of Interpreter Education Centers. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/07/Best-Practices-Legal-Interpreting.pdf.

Public Events

US Legal, Inc. (2001-2012). Public event law & legal definition. Retrieved from http://definitions.uslegal.com/p/public-event/.

Suggested Resources

Employment Settings

Registry of Interpreters for the Deaf. (1997). Standard practice paper: Use of a Certified Deaf Interpreter.Retrieved from https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view.

Mental Health Settings

McCay, V., & Daigle-King, B. (1999). Historical overview of inpatient care of mental patients who are Deaf. American Annals of the Deaf, 144(1), 51-61.

Mueller, S. (2006). Mental illness in the Deaf community: Increasing awareness and identifying needs. Retrieved from http://lifeprint.com/asl101/topics/mentalillness.htm.

Pollard, R. Q. (1994). Public mental health service and diagnostic trends regarding individuals who are deaf or hard of hearing. Rehabilitation Psychology, 39(3), 147-160. Retrieved from http://psycnet.apa.org/journals/rep/39/3/147/.

Pollard, R. Q. (2005). Psychological testing studies: Psychosis symptom rating scale. Deaf Health Task Force. Rochester, NY: University of Rochester School of Medicine.

Legal

Bentley-Sassaman, J. (2010). Experiences and training needs of Deaf and hearing interpreter teams. (Unpublished doctoral dissertation). Walden University, Minneapolis, MN. Retrieved fromhttp://www.diinstitute.org/wp-content/uploads/2011/09/Bentley-Sassaman_DoctoralStudy.pdf.

Public Events

Bienvenu, M., & B. Colonomos (1992). Relay interpreting in the 90′s. In L. Swabey (Ed.), Proceedings from Eighth National Convention of the Conference of Interpreter Trainers: The Challenge of the 90′s: New Standards in Interpreter Education (pp. 69-80). Pomona, CA:

Conference of Interpreter Trainers. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/07/Bienvenu.pdf.

National/International Interpreting and/or Deaf-Centered Conferences.

Langholtz, D. (2004). Deaf Interpreters today: a growing profession. WFD News, 17(1), 17.

Sandefur, R. (1994). Team interpreting: Deaf and hearing interpreters as allies. RID VIEWS, 11(8), 1; 15.

Student Activity: Employment Settings

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The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Questions:

1. Describe an employment scenario in which you feel a DI would be justified. What would cause you to think a DI was needed on the team? What would your conversation with the consumer look like? How would you justify the need for a DI to the employer?

2. If an employer were resistant to hiring a DI, what would your response be? How would you convince them of the benefits of having a DI?

3. If a consumer were resistant to working with a DI, would you try to convince them of the value of a DI? How would you explain the benefits to them of bringing a DI onto the scene?

Student Activity Sheet: Mental Health Interpreting

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The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.

Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

Cami works as one of the staff interpreters at the local School for the Deaf. She has been asked to interpret for a meeting between John, the school counselor, Kylee, a junior at the high school, and Kylee’s mom. Kylee was an honor student until the last semester. Since this time Kylee has been missing homework assignments, acting up in class, and quit playing on the volleyball team.

The counselor, John, is a heritage signer, hearing CODA and has requested Cami specifically for this job. Kylee’s family is hearing and from the Pacific-Islands. Kylee has attended the Deaf School since she was 3 and uses spoken English and some signs to communicate with her mom and younger brother when home. Cami has interpreted for Kylee during various school events and feels she has been able to provide accurate and effective interpreting services in the past.

Cami is not a IPD, though she took ASL as a foreign language in high school. She has a BA in psychology, an MA in Interpreting Pedagogy, and has been certified, NIC: Advanced, and interpreting for 8 years.

Assessing the need for a DI-HI team

1. Would you recommend a DI-HI team for this appointment?
   If yes, continue answering questions 2 – 6; if no, jump to question 7:
2. What about the consumer and his language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?
4. What setting considerations are present in this scenario that would warrant the use of a DI-HI team?
5. Using the CPC for justification, please explain your decision to secure a DI-HI team

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision to not recommend a DI-HI team?

8. What about the interpreter’s language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team:

Student Activity: Legal Settings

Download PDF of Activity | Download Word doc of Activity

The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

Mary has been contacted by a Deaf acquaintance of hers, Mr. Smith, to interpret for an appointment he has with his attorney. Mr. Smith explains that he was involved in a car accident a year ago and is suing the driver of the other vehicle, Mr. Jones. Mr. Smith is a native ASL-user in his 70s and has mild cerebral palsy (CP). Mary has interpreted for him a number of times over the years. She has always felt that she has been able to provide accurate and effective interpreting services for him.

Mr. Smith explains that there will be several other individuals present at this meeting. The participants include: Mr. Smith, Mr. Smith’s attorney, Mr. Jones, Mr. Jones’ attorney, and a court reporter. He explains that the meeting should only last about one hour.

Mary is not a IDP and has been interpreting for over 25 years. She has a NIC Master and also a SC:L.

Assessing the need for a DI-HI team

1. Would you recommend a DI-HI team for this appointment?
   If yes, continue answering questions 2 – 6; if no, jump to question 7:
2. What about the consumer and his language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?
4. What setting considerations are present in this scenario that would warrant the use of a DI-HI team?
5. Using the CPC for justification, please explain your decision to secure a DI-HI team

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision to not recommend a DI-HI team?

8. What about the interpreter’s language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team:

Student Activity: Public Event Settings #1

Download PDF of Activity | Download Word doc of Activity

The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.

Scenario:

A Deaf community leader has contacted Tim and asked him to interpret for the grand opening of the new Deaf Senior Citizen Housing Complex. Construction of this new Deaf Senior Center was just completed and the Deaf community and local public have been invited to celebrate the grand opening. Tim reviews the program for the event and sees the following speakers scheduled to speak:

Opening & Welcome: President of the Local Deaf Club
Remarks: The Mayor of the City
Remarks: CEO of Architectural Firm
Remarks: NAD President
Closing Remarks: President of the Local Deaf Club
Ribbon Cutting Ceremony

Tim is a CODA and holds a CSC, a CI and a CT. He has been interpreting professionally in this community for the last 15 years.

See questions below Public Event Settings #2

Student Activity: Public Event Settings #2

Download PDF of Activity | Download Word doc of Activity

The purpose of this activity sheet is to provide students with the opportunity to assess and justify the use of DI-HI teams.
Directions: When answering the following questions, be sure to consider various factors and provide justification for each of your answers.
Scenario:

Jeff has been contacted by a Deaf couple who are friends of his to interpret for a city-wide annual “Turkey Trot” that is scheduled for Thanksgiving morning in Jeff’s local community. The race is to benefit the local Food Bank and Homeless Shelter and will include a 5K run and a 1-mile fun walk. The Deaf couple has asked Jeff to interpret at the registration table, at the beginning of the race for the race instructions and after the race when winners are announced. The Deaf couple is in their 70s and use ASL.

Jeff has been interpreting for 5 years and holds a NIC Advanced from RID.

Assessing the need for a DI-HI team

1. Would you recommend a DI-HI team for this appointment?
   If yes, continue answering questions 2 – 6; if no, jump to question 7:
2. What about the consumer and his language use in this scenario would warrant the use of a DI-HI team?

3. What about the interpreters’ language competency present in this scenario would warrant the use of a DI-HI team?
4. What setting considerations are present in this scenario that would warrant the use of a DI-HI team?
5. Using the CPC for justification, please explain your decision to secure a DI-HI team

6. Upon completion of your assessment and your determination of needing a DI-HI team, what information would you include to make your case to the requestor that a DI-HI team is necessary?

DI-HI Team will not be utilized

7. What about the consumers and their anticipated language use in this scenario led you to your decision to not recommend a DI-HI team?

8. What about the interpreter’s language competency present in this scenario led you to your decision not to recommend a DI-HI team?

9. What setting considerations in this scenario led you to your decision not to recommend a DI-HI team?

10. Using the CPC for justification, please explain your decision to not secure a DI-HI team: