Instructor Plan

This module is designed to be incorporated into an Introduction to the Profession of Interpreting course, or its equivalent, within the curriculum of an Interpreter Education Program.   It is designed to include three hours of in-class instruction and learning activities plus three hours of independent, online study by students.  Students should complete the three hours of independent study before the instructor leads them in the in-class, Guided Student Activities.

Suggested Sequence of Activities

Assign Students to Work Independently:

• Student Welcome
  Direct Link to Student Page:  www.interpretereducation.org/deaf-blind/student-welcome/
• Modifications to Your Interpreting Mode
  Direct Link to Student Page: www.interpretereducation.org/deaf-blind/modifications-to-interpreting-mode/
• Environmental/Ergonomic Considerations
  Direct Link to Student Page: www.interpretereducation.org/deaf-blind/environmentalergonomic-considerations/
• Additional Responsibilities
  Direct Link to Student Page: www.interpretereducation.org/deaf-blind/additional-responsibilities/

In-Class Activities

• Discussion related to videos from “In Their Own Words”
  Direct Link to Student Page:
  The videos can be watched in class as a group, or you can assign them to watch prior to class, with an in-class discussion.
• Simulation of Guided Sight Activities
  Those activities are included below on this Instructor Guide.

Welcome

As a student in an Introduction to the Profession of Interpreting class you are learning about the many fascinating aspects of working as a professional sign language interpreter.  One of those aspects is the wide variety of Deaf consumers with whom you will be privileged to work. you will be privileged to work with.  With each Deaf consumer you meet, you will face the challenge of discerning the most effective way to communicate with him or her.  You are most likely familiar with many of the factors you’ll need to consider in meeting this challenge such as, but not limited to, the consumer’s language preference and educational background.  One factor you may not have considered is vision loss.  This learning module is designed to introduce you to that portion of the Deaf community whose vision loss impacts how they work with interpreters interpreters work with them.  This module aims to will raise your sensitivity and prepare you to work with persons who are to their unique needs of DeafBlind. persons and prepare you to successfully interpret for them.

First, let’s discuss the term DeafBlind.  It’s important for you to understand that, in our profession, this word does not only refer to people who are profoundly deaf and totally blind.  Persons who identify as DeafBlind include persons who are deaf or hard of hearing who also have a significant vision loss. We use “DeafBlind” to refer to any person – deaf or hard of hearing – who also has a significant vision loss. They individual may be completely blind, legally blind or have functional use of residual vision.

DeafBlind, within the community, The sign for Deaf-blind, by the way, is signed as “DEAF” + plus “BLIND”.  Note with “BLIND” is signed under the eye on the dominant side – not bridging the nose.

The DeafBlind community is as rich and diverse as the Deaf community.  As with all consumers, there is no “one size fits all” approach to interpreting for people who are DeafBlind.  Examples of interpreting for DeafBlind individuals could include:

• “Interpreting” can sometimes mean repeating what the speaker says into the microphone of an fm system because the DeafBlind consumer has sufficient residual hearing.
• “Interpreting” can sometimes mean typing into a computer with a large print display for DeafBlind consumers who use their residual vision.

In this module, however, we will focus primarily on interpreting for DeafBlind people who use sign language to communicate. You will learn how to modify your interpreting style, your appearance and the environment in ways that will foster effective communication.

A Note about Language:  In the different resources included you will note that there are a variety of spellings used by various groups and individuals – DeafBlind, Deaf-Blind, Deafblind, deaf-blind and deafblind. We are using “DeafBlind” here while recognizing the other variations used.

Course Outline

This outline may be adapted by the teacher in your program.  Please be sure to check with your own professor for which of these activities you will be completing.

1. Welcome and Introduction
   1. Introductory Information
   2. Course Outline
   3. Video – “Overview of the Deaf-Blind Community”
2. Modifications to the Interpreting Mode
   1. Text
   2. Videos of DeafBlind Interpreting Modes
   3. Quiz on Modes
3. Environmental and Ergonomic Modifications
   1. Text
   2. RID Views article – “The Case of the Missing Neckline”
   3. Videos
   4. Quiz
4. Additional Responsibilities
   1. Text
   2. Quiz
   3. In-class experience with sighted guide techniques

Deaf-Blind Community Overview Video

Overview of the Deaf-Blind Community from NIEC Outcomes Circle.

Morgan, S. U.S. Department of Education, University of Dayton. (n.d.). Interpreting  strategies for deaf-blind students: An interactive training tool for educational interpreters (T200.0001.01).

Acknowledgements

Much of the print and video content for this module comes from two significant resources. We acknowledge and thank the producers of these resources for their contribution.

Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

Myers, M. U.S. Department of Education, Rehabilitation Services Administration. Northwestern Connecticut Community College (2001). National curriculum for training interpreters working with people who are deaf-blind. Retrieved from NCRTM website (V746.050).

Sighted Guide Video produced in conjunction with the National Curriculum for Training Interpreters with People who are Deaf-Blind was produced by Dawn Sign Press, Inc. and is used with permission.

In addition, National Interpreter Education Center wishes to thank those who were involved with the production of seven of the videos included this module, “In Their Own Words” and “HKNC Conference.”

The administration and staff at the Helen Keller National Center for Deaf-Blind Youth & Adults (HKNC) located in Sands Point, NY were instrumental in the production of these unique materials. We especially thank the following HNKC administrators:

Mr. Joe McNulty, Executive Director
Ms. Sue Ruzenski, Director of Direct Services
Ms. Suzanne Ressa, Director of Marketing & Development
Kathy Anellos, Supervisor of Interpreting Services

We recognize and thank the extraordinary team of interpreters who allowed us to capture their work on film:

Cathy Markland
Lou Massaro
Lewis Merkin
Maria Micioni
Debbie Olsen
Ilissa Rubinberg
Stacey Sullivan
Christopher Tester

We sincerely acknowledge the Deaf-blind individuals who shared their life experiences “In Their Own Words”:

Andy Bartley
Anindya (Bapin) Bhattacharyya
Mark Duff
Tracey Gilbert-Dallow
Maricar Marquez
Shajida Wise

Modifications to Your Interpreting Mode

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When working with persons who are DeafBlind, you will need to modify your mode of interpreting. Below you will find various interpreting modes that can used with Deaf persons who also have a significant vision loss. Some of these methods are used individually while others are used in combination. A consumer may also switch from one mode of receptive communication to another in the course of an assignment. When considering assignments involving persons who are DeafBlind, you can use these terms when inquiring about the consumer’s mode of communication.

• CLOSE VISION –
  • Close vision interpreting refers to a method used with Deaf and hard of hearing persons who rely on their residual vision for communication.
  • The interpreter positions themselves close to the consumer.
  • The interpreter also reduces their signing space and slows their rate of interpreting. With this method, the interpreter may sign just below their chin so the consumer can still lipread and see non-manual markers.
  • Fingerspelling should be slowed, taking care to lower the hand to chest level or move it to the shoulder area for maximum contrast between hand and clothing.
  • The interpreter should take consideration of the need to significantly narrow their signing space from side to side and top to bottom.
  • The distance of the interpreter from the DeafBlind person will depend on consumer preference.

• TRACKING –
  • Tracking is a method of communication utilized by DeafBlind persons who rely on their residual vision. This approach allows consumers to access sign language within their unique visual field.
  • With this method, the DeafBlind person will place one or both of their hands on the interpreter’s forearm(s) or wrist(s). Doing so allows the DeafBlind person to control the speed of the interpretation and keep the signs within their visual field.
  • This method is often used with persons who are losing their vision and transitioning to tactile sign language.
• TACTILE SIGN LANGUAGE –
  • Tactile sign language is a method used by persons who cannot access sign language through their vision. These persons will place one or two hands on top of the interpreter’s to receive the message.
  • The interpreter’s hand(s) should always be under those of the consumer.
  • In this method, the interpreter will sign at a pace allowing communication to occur comfortably.
  • Styles of Tactile Sign Language:
    • TWO-HANDED TACTILE METHOD – This mode is often embraced by individuals who have recently transitioned to tactile sign language. Hand positioning and placement will vary from consumer to consumer. Some consumers will prefer to place their hands directly on top of the interpreter’s so that the interpreter’s fingers are in their palms. Others prefer to place their hands at an angle over the interpreter’s knuckles. When the interpreter fingerspells, the consumer may slide their palms over to cup the interpreter’s fingers.
    • ONE-HANDED TACTILE METHOD – This method is typically used by individuals who are fluent signers, have experience with tactile reception and have been using this mode of communication for some time. Similar to the two-handed tactile method, the hand positioning and direction will vary depending on the consumer’s preference. One-handed sign language users may also temporarily utilize two-hands for clarity or to alleviate fatigue.
    • PRINT-ON-PALM –
      • Print-on-Palm (POP) is a tactual method that allows consumers to receive letters, numbers or symbols in the palm of their hands.
      • The interpreter will use their index finger to trace words in the consumer’s hand, slightly pausing between each word.
      • The interpreter will trace block, capital letters except for “i” which is lower case. The letters are written on top of each other, not across the palm or onto the consumer’s fingers.
      • In the event of an error, the interpreter will “erase” the error by wiping their hand across the consumer’s palm.
      • POP is used briefly to clarify a word, number, symbol or detail. It is usually used in conjunction with the other modes of communication described above.

Activity:

• Watch:
• “Modifications to Your Interpreting Mode”
• “Modifications to Mode – Close Vision and Tracking”

• Take the quiz:
  • “Quiz on Modes”.

Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

Videos on Modifications to Interpreting Mode

Adapted by J. Hecker-Cain. Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

Modifications to the Environment

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While interpreting for individuals with combined hearing and vision loss, sign language interpreters must be even more aware of the environment than usual. Standard environmental considerations such as “Will I stand or sit?” and “Never interpret in front of a light source.” apply but, in a situation in which you are interpreting with persons who are DeafBlind , you need to be sure the environment is also ergonomic. As defined in the Collins English Dictionary, the adjective “ergonomic” is used to describe something that is “designed to minimize physical effort and discomfort, and maximize efficiency.” When interpreting for persons who are DeafBlind , we might add “and facilitate communication.” In addition to distorting the message, poor posture can cause fatigue and pain in both the interpreter and the consumer especially in prolonged interpreting situations. Taking preventative measures is key! Below are some suggestions for “ergonomically correct” environmental modifications you can use when interpreting for DeafBlind consumers.

SEATING – You will most likely sit when you work with DeafBlind consumers. You and your consumer will work together to determine the optimal seating arrangement for both of you, keeping in mind the following important principles:

1. Be sure you and your consumer are on equal planes. This can be achieved by utilizing chairs with adjustable heights.
2. Be sure you are within easy reach of each other. Avoid over-reaching.
3. Support your arms. In addition to the arms of your adjustable chair, tables can be used as a natural support for both you and your consumer. While using close vision interpreting, however, a chair without arms is preferable.
4. Support your back. Consider placing a pillow behind your back for additional support.

LIGHTING – Sufficient and appropriate lighting is crucial for almost every assignment in which you are working with persons who are DeafBlind. Again, you will work with the DeafBlind consumer to adjust the lighting as needed being mindful of the following:

1. Be sure that the environment is sufficiently illuminated. – Consumers who rely on their residual vision generally require a bright environment free of glare. Natural lighting is best but additional, artificial lighting may be needed to accomplish clear communication.
2. Be aware of the direction of the lighting. – The light source should come from behind the consumer so you are sufficiently illuminated and there are no shadows across your face.

BACKGROUND – You’ve been taught to be aware of what’s behind you any time you interpret but, when working with persons who are DeafBlind , this concern takes on additional urgency. For consumers relying on their impaired vision, a distracting background can have a significant negative impact on their ability to receive the message. When setting up for an interpreting assignment that includes persons who are DeafBlind, you and the consumer need to make sure of the following:

1. The background is dark. – Your first choice is to utilize something already present in the environment such as a dark chalkboard, drapes or a wall. At times you may need to suggest that a portable chalk board be placed behind you or a dark cloth be tacked over a light colored or distracting surface.
2. The background is solid. – Just as you’ve been taught not to wear striped or flowered tops, the surface behind you must also be plain with no designs.

CLOTHING – Again, you know how an interpreter should dress – in a solid color contrasting to their skin color. When you take an assignment with persons who are DeafBlind , however, you should also consider

1. A closed or higher neckline – The article “The Case of the Missing Neckline” by Rhonda Jacobs that appeared in the Winter 2010 RID VIEWS illustrates why a higher neckline is an important consideration when working with DeafBlind consumers. (When you finish reading this page, please read the article.)
2. If you’re female, wearing pants. This is particularly true if you will be working with a consumer who uses two-handed tactile communication.

PERSONAL HYGIENE – Common sense, and the videotapes you’ve seen in this module, tell you that you are going to be in closer proximity to persons who are DeafBlind. You would most likely not appreciate their wearing strong perfumes or lotions or carrying the lingering scent of a cigarette. So you will want to take care that you do not exude any strong scents either. Likewise, common sense dictates that you wash or sanitize your hands frequently during an assignment with persons who are DeafBlind and with whom you use tactile sign language.

Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

The Case of the Missing Neckline

Download (PDF, 639KB)

Environmental & Ergonomic Modifications Videos

This is the first video describing environmental and ergonomic considerations. It is 3:10 minutes long.

Environmental & Ergonomic Modifications I from NIEC Outcomes Circle.

Myers, M. U.S. Department of Education, Rehabilitation Services Administration. Northwestern Connecticut Community College(2001). National curriculum for training interpreters working with people who are deaf-blind. Retrieved from NCRTM website (V746.050)

This is the second video on the topic of environmental and ergonomic modifications. It is 7:15 minutes long.

Environ and Ergon Modifications 2 from NIEC Outcomes Circle.

Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

What’s Wrong with this Picture

Fill in the chart below with examples of what is not being done correctly and how these errors can be corrected. Include as many examples as you can find.

Note: You will notice that this interpreter is not making continuous eye contact with her consumer. This is because the interpreter depicted in this video is a Deaf interpreter. She is copy signing from either a hearing interpreter working from spoken English or a Deaf presenter using sign.

What’s Wrong with this Picture? from NIEC Outcomes Circle.

Download Word Version of Chart | Download PDF Version of Chart

Download Word Version of Answer Key | Download PDF Version of Answer Key

Adapted by J. Hecker-Cain. Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

Quiz on Environmental & Ergonomic Modifications

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Directions: Fill in the blanks in the statements below.

1. Why are adjustable chairs recommended for use when tactile interpreting?
2. Why would a chair with arms be used for tactile interpreting?
3. With what interpreting mode might a chair without arms be a better idea?
4. With what three DeafBlind interpreting modes could a table be useful for support?
   1. __________________________
   2. __________________________
   3. __________________________
5. In general, when working with DeafBlind consumers, the environment should be: (check all that apply)
   1. _____ dark
   2. _____ dimly lit
   3. _____ bright
   4. _____ free of glare
6. What type of light is preferable, natural or artificial?
7. Where should the light source be and why? (Check one and fill in the reason.)
   1. ____ behind you, the interpreter, because
   2. ____ behind the DeafBlind consumer, because
   3. ____ overhead because
8. When working with DeafBlind consumers, the background behind the interpreter, should be __________ and _______________.
9. In addition to wearing a top that contrasts your skin color, what other consideration should you give to what you wear when working with a DeafBlind consumer?
10. Why are skirts not recommended for female interpreters working with tactile signers?
11. Why is it recommended that you not wear heavy perfumes and scented lotions when you’ll be working with a DeafBlind consumer?

Answer Key

Download Word Version of Key | Download PDF Version of Key

1. Why are adjustable chairs recommended for use when tactile interpreting? So the interpreter and the DB consumer can be on an even plane
2. Why would a chair with arms be used for tactile interpreting?  The arms could provide support
3. With what interpreting mode might a chair without arms be a better idea? Low Vision
4. With what three DeafBlind interpreting modes could a table be useful for support?
   1. Tracking
   2. Two-handed tactile
   3. One-handed tactile

• In general, when working with DeafBlind consumers, the environment should be: (check all that apply)
  1. _____ dark
  2. _____ dimly lit
  3. ___X__ bright
  4. ___X__ free of glare
• What type of light is preferable, natural or artificial?  Natural
• Where should the light source be and why? (Check one and fill in the reason.)
  1. ____ behind you, the interpreter, because
  2. __X__ behind the DeafBlind consumer, because the interpreter needs to be illuminated with no shadows on his/her face
  3. ____ overhead because
• When working with DeafBlind consumers, the background behind the interpreter, should be dark and a solid color.
• In addition to wearing a top that contrasts your skin color, what other consideration should you give to what you wear when working with a DeafBlind consumer? That the neckline is high
• Why are skirts not recommended for female interpreters working with tactile signers? Because you may need to sit facing the consumer with your legs interlocked
• Why is it recommended that you not wear heavy perfumes and scented lotions when you’ll be working with a DeafBlind consumer? Because you’ll be sitting so close that the smells might be overpowering or annoying to the consumer

Adapted by J. Hecker-Cain. Morgan, S. US Department of Education, Ohio Center for Deaf-Blind Education. (n.d.). Interpreting strategies for deaf-blind students: an interactive training tool for educational interpreters (Project Award “H326C080020). Dayton, OH (T200.0001.01). Retrieved NCRTM website.

Additional Responsibilities

As a student in an Interpreter Education Program, you are learning the role of the sign language interpreter and how to apply the Code of Professional Conduct (CPC). Everything you have learned also applies to working with the DeafBlind members of the Deaf community. There is one additional responsibility that comes with working with persons who are DeafBlind: providing environmental information. Deaf and hard of hearing consumers will have “Deaf Eyes” that don’t miss a trick! Persons who also have a vision loss will depend on the interpreter to provide them with visual information in the environment. The following tips will help you know how much or how little to include in the interpretation.

• Describe the room. Give the consumer an overview of how the room is set up.
• Include the people in the room and where they are in relation to the consumer. Learn or establish name signs for everyone involved. At times, the consumer may prefer that the interpreter refer to people by their role, for example the DOCTOR or the TEACHER.
• Include the speaker’s name before interpreting what they are saying. People who interact regularly with persons who are DeafBlind know to start each sentence with their name. (“This is Mary.”) But if this is forgotten, the interpreter should include the speaker’s identity in the interpretation. Similarly, the the interpreter should be prepared for the person who is DeafBlind to also start their statements with their name.
• Provide environmental information including the mood of the room. If the situation has a particular vibe or ambiance, convey that to the consumer. If a main participant in the assignment is visibly upset, angry, anxious, or laughing, teasing and smiling, be sure to provide that environmental information to the DeafBlind person.
• Include side comments. As an interpreter, you expect to interpret verbal side comments but when working with DeafBlind consumers the interpreter must remember to convey the non-verbal “comments” as well. Some examples include conveying that the speaker just looked impatiently at her watch; Tom rolled his eyes; Mary is on her smartphone.
• Be ready to facilitate introductions. Deaf and hard of hearing consumers have visual access to who is in the room.. Persons who are DeafBlind may rely on the interpreter to get another person’s attention so they can be introduced or connect for a conversation.
• Introduce numbers and fingerspelling with care. Get in the habit of clueing the DeafBlind consumer that there is about to be a fingerspelled name or number. The interpreter might sign CITY NAME before spelling P-O-R-T-L-A-N-D or sign NUMBER before signing 73.
• Respect the consumer’s right to know everything. You’ve probably never considered how much information you receive visually. Picture a buffet table loaded with food. Because you can see, you can size up your options and make your choices in seconds. DB folks can’t do this but still have a right to know all of their options.
• Defer to the consumer. Remember, it’s all about them, not you. As you’ve learned in the CPC, take care not to let your personal preferences influence the interpretation.

Another responsibility you may have when interpreting for DeafBlind consumers, is being their sighted guide. Often a DeafBlind person has a Support Service Provider (SSP) with them. Often another person involved in the assignment will act as an SSP for the day. But at other times, the interpreter may be expected to guide the DeafBlind consumer. This could mean taking them through a buffet line as mentioned above, guiding them to the restroom, or guiding them to their transportation back home. When offered an assignment with a DeafBlind consumer, remember to ask if you will also be expected to SSP.

Morgan, S. (n.d.). Interpreting strategies for deaf-blind students: An interactive training tool for educational interpreters. Dayton, OH: Ohio Center for Deaf-Blind Education. (T200.0001.01) Retrieved from the NCRTM website.

Helen Keller National Center Conference Video

Quiz on Additional Responsibilities

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Additional Responsibilities Quiz

1. There are two additional responsibilities that go along with interpreting for persons who are DeafBlind people: (1) providing environmental information and (2) being an SSP
   1. Which of these will be part of every assignment?
   2. Which may or may not be part of an assignment?
2. What does the acronym SSP stand for?
3. What is the correct term for physically leading a blind person?
4. Name 5 types of environmental information that should be included in interpretations for Deaf-blind consumers.

Answer Key

1. There are two additional responsibilities that go along with interpreting for persons who are DeafBlind people: (1) providing environmental information and (2) being an SSP
   1. Which of these will be part of every assignment? Providing environmental information
   2. Which may or may not be part of an assignment? SSP
2. What does the acronym SSP stand for? Support Service Provider
3. What is the proper term for physically leading a blind person? Sighted Guide
4. What type of environmental information should the interpreter include in their interpretations for DeafBlind consumers?
   1. A description of the physical layout of the room
   2. The people in the room and where they are in relation to your consumer
   3. The speaker’s name before you interpret what s/he is saying
   4. The mood of the room
   5. Visual side comments

Adapted by J. Hecker-Cain. Morgan, S. (n.d.). Interpreting strategies for deaf-blind students: An interactive training tool for educational interpreters. Dayton, OH: Ohio Center for Deaf-Blind Education. (T200.0001.01) Retrieved from the NCRTM website.

Discussion of “In their own Words”

The “In Their Own Words” page contains 6 videos from Deaf-Blind Individuals as they share their experiences.  You can assign students to view them independently or in class.  The total running time of all 6 videos is 80 minutes, so you also might want to select some of the videos to view, though because the stories are all quite unique, viewing them all does give the advantage of better explaining the diversity of experiences of Deaf-Blind individuals.

Direct Link to “In Their Own Words” page:
www.interpretereducation.org/deaf-blind/in-their-own-words/

Discussion Guide for In Their Own Words: The Lives of Six Deaf-Blind Individuals

The stories told by the six individuals are all quite unique. However, there are themes that run across several, if not all, of them. The list below contains some of these themes:

• Denial of vision loss
• Reactions to diagnosis of hearing/vision loss
• Night blindness
• Driving
• Not being able to see things on the floor
• Experiences with cochlear implants
• Involvement in sports/outdoor activities
• Impact of vision loss on career and career options
• Experiences with Braille
• Experiences with Orientation and Mobility, e.g. using a cane or guide dog
• Impact of technology on their lives
• The importance of independence – losing it and getting it back

These stories also reinforce several of the concepts taught in the Independent Study portion of this module. Students should be able to recognize

• The variety of communication methods used
• The types of interpretation needed/preferred
• The importance of adding environmental information

Sighted Guide Techniques-Video

Suggestions for Simulating Vision and Hearing Loss

Simulating Vision Loss

Plan ahead!! The RID Deaf-Blind Member Section (DBMS) purchased blindness simulation kits for each RID region. The kits are in the hands of the DBMS regional reps. I asked if we could use them and was told they could only be used by the reps themselves. So perhaps you could arrange to have your rep come to your class when you do the simulation and practice sighted-guide activity.

• Region One – regioni.dbms@gmail.com or joanpellerin@hotmail.com
• Region Two – regionii.dbms@gmail.com
• Region Three – regioniii.dbms@gmail.com or jeanettegladstone@yahoo.com
• Region Four – regioniv.dbms@gmail.com
• Region Five – regionv.dbms@gmail.com

If you have $250, you could purchase a Zimmerman Low Vision Simulation Kit. The Kit contains four goggles and interchangeable lenses and funnels that simulate a variety of vision losses. The kit can be ordered through http://www.lowvisionsimulationkit.com/kit_contents .

If you prefer to make your own, you can follow the instructions below which were first published by Dona Sauerburger in the 1998 newsletter of the DC-Maryland Chapter of the Association for the Education and Rehabilitation of the Blind and Visually Impaired. The article can be found in its entirety at http://www.sauerburger.org/dona/simulators.htm

1. Buy “cover-all goggles” on Amazon. They’ve been known to be there for as little as $2 a piece.
2. Add the following to the goggles depending on the type of vision loss you want to simulate:
   1. Foam board or heavy cardboard circles = total blindness
   2. Dot of clear nail polish in the center of the lens; before it completely dries, dab it with a tissue to make it opaque   = macular degeneration
   3. Make a small hold in the middle of a foam board circle = retinitis pigmentosa
   4. Put clear nail polish all over the lens except for the center = retinitis Pigmentosa
   5. Clear nail polish that has been smeared with a tissue all over the lens = cataract

Also students can cover their own glasses with black construction paper or wear blindfolds to simulate total blindness. Or they can punch a small hold in the center of a piece of black construction to simulate retinitis Pigmentosa.

Simulating Hearing Loss

Buy one-time use earplugs commonly sold as a sleep aid.

Simulated Sighted Guide Activity

Download Word version of Activity | Download PDF Version of Activity

Have students pair up.

One student puts in the earplugs and puts on the vision simulation goggles.

The other student acts as his/her guide.

The students should perform the following before returning to the classroom to switch roles and repeat:

• Go up stairs
• Go down stairs
• Go to the restroom
• Go through a door that opens towards them
• Go through a door that opens away from them
• Navigate through a crowded area (You can arrange your room for this purpose if there is no other option close by.)

When all of the students have finished this activity, lead a discussion of their experiences.