Instructor Guide
Interpreting in VR Settings: Faces of Deaf Consumers
An infusion module for Interpreter Education Programs
Instructor Guide
This provides a brief guide to what is included in the module.
The Deaf Consumer: This provides a variety of resources that speak to the diversity of consumers whom interpreters may encounter when working in vocational rehabilitation settings.
Situational Assessment: This provides a framework for students to assess both what it will be like to work with a particular consumer and whether an assignment is one they are qualified to accept.
Videos for Activities & Assessment: This contains a variety of resources and activities that connect to the content of the module.
The Deaf Consumer:
This page has the following sections:
- Considering Terminology – This section contains a short English essay considering the different terminology used to describe people who access VR services and introduces the students to the dilemma of addressing people as individuals while also needing to work with a system that provides funding based on diagnoses and categories.
- Overview of Deaf Education – Trudy Schafer provides a 17-minute lecture in ASL on the history of Deaf Education and includes a PowerPoint presentation. The section also includes a written English summary of the presentation.
- The Faces of Deaf Consumers – This section explains the difference between a person-centered approach and a system-centered approach to VR services. It also includes a 19-minute TerpTalk in ASL by Dr. Tom Holcomb on the development of Deaf Bicultural Identity with suggested activities.
- Communication Styles in the Deaf Community – This section includes a PPT presentation by Dr. Jim Lipsky about communication styles in the Deaf Community and an article, titled “Inside the Deaf Community”, by Barbara Kannapell. The activities help students think about the diverse ways in which Deaf consumers may communicate and how their identities may be shaped by many factors.
- Resources for the Section – This section has all of the resources for the section included.
Link to Page
http://www.interpretereducation.org/vr-faces/deaf-consumer/
Activities
Overview of Deaf Education
- Use this prompt in a discussion forum: Describe the educational programs for Deaf children that are prevalent in your community. What might the implications be for interpreting between a graduate of each of these programs when meeting with a non-Deaf VR counselor?
- After reading the summary and viewing the PPT, choose one Educational Approach – Bilingual-Bicultural, Total Communication or Oral/Aural – and describe the possible positive and negative consequences of this approach for a young Deaf adult seeking VR services.
The Faces of Deaf Consumers – Lecture, Article and Activities
- Prepare a journal reflection on the Holcomb reading and/or lecture.
- After reading the article and/or viewing the lecture by Dr. Holcomb, prepare a summary of the identity categories described. In this summary, identify some hypothetical interpreting needs that may arise when working with such individuals in a meeting with a VR counselor.
Communication Styles in the Deaf Community
- After viewing the Consumer Assessment PPT and reading the Kannapell article, create a table that lists communication styles in the Deaf community. Include topics such as “written materials”, “consecutive interpretation”, “hearing interpreter team” or “Deaf Interpreter Team”. In a hypothetical meeting between a non-Deaf VR counselor and a Deaf person using a particular style, consider if each topic would assist or interfere within an interpreted interaction. What experience, if any, have you had with Deaf people who utilize some of the different communication styles identified in the Consumer Assessment PPT? Choose one communication style you have encountered and discuss strategies you could employ to communicate effectively.
- Prepare a one-page written response to this prompt: Not all VR consumers will fall into the category of Deaf Plus, alingual, semi-lingual or LFD as described above. If, however, you are asked to interpret a meeting between a non-Deaf VR counselor and a Deaf person who does display some of these characteristics, what strategies can you employ to provide a successful interpreting experience?
Characteristics of the Population
- Prepare a one-page written response to this prompt: Not all VR consumers will fall into the category of Deaf Plus or LFD as described above. If, however, you are asked to interpret a meeting between a non-Deaf VR counselor and a Deaf person who does display some of these characteristics, what strategies can you employ to provide a successful interpreting experience?
PDFs for Inclusion in Your Own LMS:
Considering Terminology: Download (PDF)
Overview of Deaf Education: Download (PDF)
Resources for this Page:
Overview Presentation of Deaf Education
Presentation on Communication Styles in the Deaf Community
“Serving Individuals Who are Low-Functioning Deaf” Report
Deaf-Blind Standard Practice Paper from RID
“Inside the Deaf Community” by Barbara Kannapel
“Characteristics of Oppressed and Oppressor Peoples: Their effect on the interpreting context” by Charlotte Baker-Shenk
Situational Assessment:
- Situational Assessment Overview – 24-minute lecture in ASL
- Video Activities and Assessments
Link to Page:
http://www.interpretereducation.org/vr-faces/situational-assessment/
Activities:
Situational Assessment Overview
- Ask students to create an assessment checklist that includes D-C/S pre-assignment demand categories. Students can then identify controls they can/may employ. This checklist can assist students in determining what pertinent questions should be asked before accepting an assignment.
- Students not familiar with Demand-Control Schema may prepare a checklist using the “situational assessment approach” also discussed in the presentation.
- Create a template to use as a consumer profile that includes information about cultural identity, communication style, educational background, immigration status, presence of disabilities, etc.
- Go to the “Video Clips” page and observe one of the clips. Though it is not possible to interact with the Deaf consumer, complete the consumer profile created above. Make some educated guesses about the linguistic, educational and cultural background of the individual and how they could impact an interpreted event.
- Create a hypothetical interpreting assignment for the student, such as:
You’ve been asked to interpret a meting between a non-Deaf VR counselor and a Deaf person interested in VR services. The focus will be on setting a vocational goal. You have observed several similar meetings but have not interpreted one personally yet. The Deaf consumer has forwarded a video clip to you to familiarize you with his/her signing style. Please observe this clip.Using the consumer profile template and the D-C/S pre-assignment assessment checklist, make a determination if this is an assignment you should accept. If so, what, if any, supports will you need for a successful interpreted interaction.If a Hearing Interpreter team is needed, provide a written justification that can be submitted to the hiring agency.If a Deaf Interpreter team is needed, provide a written justification that can be submitted to the hiring agency. - Though this module is not focused on skills improvement, you may choose one of the video clips provided and prepare a spoken English translation of the clip. Record the translation and apply the Five-Step Follow-Up described by Patrie.
- Prepare a Deliberate Practice Plan identifying, which clips you will translate and how you will record the Five-Step Follow-Up insights you discover perhaps, using rubrics or tables. Commit to a daily or weekly number of clips you will translate. Share your translations and supporting documentation with your interpreting instructor.
Video Activities and Assessments
The suggested videos are contained on another page. The suggested activities include:
- Simply watch each clip and take in the unique characteristics that each speaker presents. Record journal entries with your initial thoughts and reactions to the clip.
- Choose one speaker and apply the situational assessment checklist prepared for the situational assessment section of the module. It may require some conjecture but make the effort to think about interpreting for that particular person in a meeting with a non-Deaf VR counselor.
- If you were asked to interpret this interaction, what steps would you take in advance? What resources would you require for a successful interpretation?
- Though this module is not focused on skills improvement, you may choose one of the video clips provided in this section and prepare a spoken English translation of the clip. Record the translation and apply the Five-Step Follow-Up described by Patrie.
- Prepare a Deliberate Practice Plan. Identify which clips you will translate and how you will record the Five-Step Follow-Up insights you discover perhaps using rubrics or tables. Commit to a daily or weekly number of clips you will translate. Share your translations and supporting documentation with your interpreting instructor.
PDFs for Inclusion in Your Own LMS:
Situational Assessment Overview: Download (PDF)
“Developing expertise through a deliberate practice project” by Trudy Schafer
Slides for “Situational Assessment” Presentation
Situational Assessment Checklist
Situational Assessment Checklist Rubric
- A list of suggested activities
- A series of videos which students can watch on the page, or have the link for you to include in your own LMS.
Link to Page:
http://www.interpretereducation.org/vr-faces/videos-for-assessments-activities/
Activities:
Video Interviews with Consumers
- Simply watch each clip and take in the unique characteristics that each speaker presents. Record journal entries with your initial thoughts and reactions to the clip.
- Choose one speaker and apply the situational assessment checklist prepared for the situational assessment section of the module. It may require some conjecture but make the effort to think about interpreting for that particular person in a meeting with a non-Deaf VR counselor.
- If you were asked to interpret this interaction, what steps would you take in advance? What resources would you require for a successful interpretation?
- Though this module is not focused on skills improvement, you may choose one of the video clips provided in this section and prepare a spoken English translation of the clip. Record the translation and apply the Five-Step Follow-Up described by Patrie.
- Prepare a Deliberate Practice Plan. Identify which clips you will translate and how you will record the Five-Step Follow-Up insights you discover perhaps using rubrics or tables. Commit to a daily or weekly number of clips you will translate. Share your translations and supporting documentation with your interpreting instructor.
Synthesizing Your Learning with Setting a Vocational Goal Meeting
Synthesizing Your Learning
Using the video of the interpreted meeting on the Activities and Assessments page, ask students to prepare a comprehensive situational assessment that incorporates all the topics covered in the module. This may be a useful prompt.
Analyzing an interpreted Assignment
You’ve been asked to interpret a meeting to set a vocational goal between a Deaf consumer and a non-Deaf VR counselor. After viewing the introductions of the consumer and counselor, prepare a written assessment of this interpreting situation. Granted, there is very little information provided about the participants so you may use your imagination and base your assessment on educated guesses and hypothetical dynamics.
Include your thoughts about the potential identity this consumer most likely would embrace.
- Which communication style would you say this person demonstrates?
- What conclusions would you draw about this person’s educational background and the communication approaches used in that setting?
- Hypothetically complete the checklist you prepared for the Situational Assessment activity.
- Determine what the demands and controls are in this situation.
- Identify the resources you need for a successful interpretation.
- Now view the interpreted interaction. Record your reactions to the video in a written reflection.
- Submit your assessment and reflection to your instructor.
Pre/Post-Test (With Answers)
This assessment is provided in a variety of formats. You can download it as a Word document as well as a PDF that you can use to customize your own assessment. These are available below.
- GoogleForm (Can be duplicated and used with students. You can duplicate to change from Pre to Post Test)
- Pre-Test: Word Version | PDF Version
- Post-Test: Word Version | PDF Version
- Pre/Post Test with Answers: Word Version | PDF Version
It is also provided in a more interactive format here to allow for more quick access. Click on a question to see the answers.
- balanced bicultural
- deaf-dominant bicultural
- hearing-dominant bicultural
- culturally isolated
- culturally separate
- culturally marginal
- culturally captive.
- ASL monolinguals
- ASL dominant bilinguals
- balanced bilinguals
- English dominant bilinguals
- English monolinguals
- semi-linguals
- alinguals
- home signs.
- Inadequate communication skills
- Vocational deficiencies
- Deficiencies in behavioral adjustment
- Independent Living Skills deficiencies
- Educational deficiencies
- Having hearing parents who do not use ASL (This is not one of the characteristics)
Demand for educational interpreters escalated.
- Oral Method
- Cued Speech
- Manual Codes for English
- Coding Gestures
- ASL
- Environmental
- Intrapersonal
- Paralinguistic
- Interpersonal
- Intra-lingual interpretation
- Visual communication techniques
- Strategies for communicating with Deaf people with limited English fluency
- All of the above (Correct Answer)
- Use consecutive interpretation
- Request a hearing interpreter team
- Request a Deaf interpreter team
- Decline to interpret the assignment
- All of the above (Correct Answer)
Copyright © 2013-2016 by the National Consortium of Interpreter Education Centers (NCIEC).
This NCIEC product was developed by the National Interpreter Education Center (NIEC) at Northeastern University. Permission is granted to copy and disseminate these materials, in whole or in part, for educational, non-commercial purposes, provided that NCIEC is credited as the source and referenced appropriately on any such copies.
Editable Pre-Tests
The Pre-Test is available in the following formats:
Google Form to Copy & Edit
The pre-test is also available as a Google Form that can be copied to your own drive and edited. To copy, in the Google Form menu, go to “File>Make a Copy” and add it to your own Google Drive. You can then edit it. (DO NOT USE OR EDIT THE SAMPLE MEANT FOR SHARING ONLY.)
Pre-Test in Word format for download
Copyright Information
Copyright © 2013-2016 by the National Consortium of Interpreter Education Centers (NCIEC).
This NCIEC product was developed by the National Interpreter Education Center (NIEC) at Northeastern University. Permission is granted to copy and disseminate these materials, in whole or in part, for educational, non-commercial purposes, provided that NCIEC is credited as the source and referenced appropriately on any such copies.