NCIEC

1. NCIEC National Consortium of Interpreter Education Centers

2. Teaching Module for the Classroom: Deaf Interpreter/ Hearing Interpreter (DI/HI) Team Carolyn Ressler, MA, CI & CT, NIC-M, SC:L KirsiGrigg-Langdon, MA, CDI

3. Classroom Infusion Modules Background • Special topic modules for use in interpreting classrooms. • Provide an overview before entering the field. • Pilot-tested with 15 interpreter education programs across the US. • Other topics include: • Deaf-Blind Interpreting (May 15 webinar); • Vocational Rehabilitation History & System (coming soon) • Faces of VR consumers (coming soon)

4. Who’s Involved? • National Interpreter Education Center (NIEC) • Commissioned the module • Gallaudet Interpreting Service (GIS) • Provided the expertise & content • National Clearinghouse on Rehabilitation Training Materials (NCRTM) • Provides the Course Management System (CMS)

5. Overarching Goal of Module • To cover the who, what, why, when and how of DI/HI teams • Can be used in class or as a stand-alone independent learning module • Six (plus) hours of content • Can be used in segments or as a whole

6. A Glimpse

7. Content/Translation Team Content Development Team • KirsiGrigg, MA, CDI • Danielle Hunt, MAI, NIC-A, BEI-III • Amanda Mueller, MIP, NIC-M, CI & CT • Rayni Plaster, CDI • Carolyn Ressler, MA, CI & CT, NIC-M, SC:L • Caitlin Smith, NIC-A, CI & CT Translation Team • Gino Gouby, CDI, CLIP-R • KirsiGrigg, MA, CDI • Rayni Plaster, CDI • Steve Walker, CDI, CLIP-R

8. Four Content Units • Broken down into 6 areas • Instructor Plan- intended for instructors and expands on unit content • Unit 1: Introduction and Overview of DI/HI teams • Unit 2: Making a Case for DI/HI Teams • Unit 3: Assessing the Need for DI/HI Teams • Unit 4: DI/HI Teams at work • Student Welcome

9. Screenshot of ASL Translation

10. Instructor Plan • The Instructor Plan Contains: • Course outline for each unit • Assumptions for each unit • Goals of each unit • References for each unit • Five additional setting types for Unit 3

11. Unit One • Unit 1- Introduction and Overview of DI/HI teams • Comparison of HI and DI interpreting processes/tasks • History of HI certifications • History of DI certifications • History of DI/HI Teams • How DI/HI teams are formed

12. Unit 1 - Student Activity (Sample) • 1. What is the background for each person? Include names, DI or HI, how long they have worked as interpreters, and what kind of DI/HI training did they receive?

13. Unit Two • Unit 2- Making a Case for DI/HI Teams • Description of DI foundational skills • How the CODA experience compares • Benefits of the DI/HI team for: • Deaf consumers • Hearing consumers • Hearing interpreters

14. Unit 2 – Student Activity

15. Unit Three Unit 3- Assessing the Need for DI/HI Teams • Possible consumers - Semi/A-lingual • Foreign-born • International Sign users • DeafBlind • DeafPlus- physical or cognitive disabilities • Minors • Persons under the influence or experiencing a traumatic event • Possible Settings • Educational • Social Service • Medical • HI skills self-assessment

16. Instructor Plan: Unit 3 • The Instructor Plan contains content for five additional setting types for unit 3 • Employment • Mental Health • Legal • Public Events • National/International Deaf-related Conferences

17. Unit 3 – Student Activities

18. Unit Four Unit 4- DI/HI Teams at work • Preparation before the work begins • Feed target language • Establishing Cues • Preparation with the materials • Feeding techniques for on the Job • Pauses • Eye gaze • Head nods • Sign vs. fingerspelling • Debriefing after the work

19. Unit 4- Student Activities

20. Student Welcome • Description of overall goal and structure of module • Introduction of terminology • Description of how to use the module • Acknowledgment of the developing team

21. Module Access • To gain access to the Module, go to this link: • goo.gl/DsPfV • Complete the registration form • Follow instructions to create a NCRTM account • You should have access within 48 hours of registration

22. How does the module work? • Designed for easy migration to your course and Course Management System (CMS). • Update your web browser to newest version • All documents are PDFs and are download-able • All video links can be copy and pasted • Problems? Contact Trudy Schafer, NIEC, project coordinator: g.schafer@neu.edu

23. Questions & Answers

24. After the Webinar • Complete Webinar Evaluation • Request CEUs-Direct CEU questions to Alberto Sifuentes: • a.sifuentes@neu.edu

25. Contact Us • Direct any questions you may have to Trudy Schafer, NIEC, Project Coordinator : g.schafer@neu.edu

26. DI/HI Teams Webinar • Thank You! • This Webinar was a collaborative effort of the National Clearinghouse of Rehabilitation Training Materials <ncrtm.org> and the National Interpreter Education Center <northeastern.edu/niec>. • CEUs sponsorship: NURIEC Jessie Zhu Instructional Designer, NCRTM Melissa Foster Interpreter Trudy Schafer Interpreter Lillian Garcia Peterkin Moderator

27. DI/HI Teams Webinar • Thank you for joining us today. • Please join us for upcoming NIEC/NCRTM Webinars. • Email: niec@neu.edu for more information • Next Webinar: • Teaching Module for the Classroom: Introduction to Deaf-Blind Interpreting. Wednesday, May 15, 2013 4:30-5:30 p.m. EDT

28. www.interpretereducation.org Connect with us on Join our mailing list

29. National CenterNortheastern University NURIECNortheastern University WRIECWestern Oregon UniversityEl Camino College CATIE CenterSt. Catherine University GURIECGallaudet University MARIE CenterUniversity of Northern Colorado

30. Consortium Mission to connect and collaborate with diverse stakeholders in order to create excellence in interpreting technical assistance cross-center collaboration communication dissemination resources educational opportunities knowledge transfer

31. The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA 84.160A and 84.160B.