Creating Opportunities for Interpreters and Interpreter Educators

1. Creating Opportunities for Interpreters and Interpreter Educators Competencies of the Deaf Interpreter: Benefit for VR? NCIEC Deaf Interpreter Work Team Steven Collins & Carole Lazorisak, Presenting FIFTH NATIONAL TRAINING FORUM For State Coordinators & Related Professionals Who Serve Individuals Who Are Deaf, Deaf-Blind, Hard of Hearing & Late Deafened Baltimore, MD - August 25, 2010 For more information, please visit our website at www.nciec.org

2. Grant Information • The National Consortium of Interpreter Education Centers (NCIEC) is authorized and funded through a five year grant by the U.S. Department of Education, RSA CFDA #84.160A and B, Training of Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf-Blind • NCIEC comprises a National Interpreter Education Center and five Regional Interpreter Education Centers www.nciec.org/

3. National Consortium Members NIEC Northeastern University CATIE College of St. Catherine WRIEC - Western Oregon University with El Camino College NURIEC Northeastern University GURIEC Gallaudet University MARIE - University of Arkansas at Little Rock with the University of Northern Colorado www.nciec.org/

4. National Consortium Goal… To increase the number of qualified interpreters and advance the field of interpreting education, with a specific focus on interpreting for consumers of VR services. www.nciec.org/

5. DI Initiative Purpose To improve access to interpreting services by individuals who are Deaf, Deaf-Blind, and hard-of-hearing, especially those underserved and at-risk adults and youths who do not benefit from traditional ASL-English interpreting services.   www.nciec.org/

6. DI Initiative Intended Outcome Advancement of the practice and education of Deaf Interpreters through: • greater understanding of the role of the Deaf Interpreter, competencies required for successful practice, & benefits offered by Deaf Interpreters, and • new resources and learning opportunities for and about Deaf Interpreters www.nciec.org/

7. Today’s Objectives • Foster increased use of Deaf Interpreters in VR to serve needs of underserved, most-at-risk Deaf, Hard-of-Hearing, and Deaf-Blind consumers • Explore eligibility of VR consumers for careers as Deaf Interpreters

8. Cokely & Winston (2009). VR Needs Assessment Final Report. Excerpts of Key Findings For a copy of the full report, please go to: http://www.nciec.org/projects/na.html www.nciec.org/

9. Interpreter Availability • 44% of respondents reported their State VR agency is unable to fill full-time staff interpreter positions • 39% of respondents reported their State VR agency is unable to find sufficient part-time contract interpreters • Overall, 82% of survey respondents reported interpreters have become less available to their State VR agency in the past five years Derived from VR Final Report Tables 22-24 www.nciec.org/

10. Extent of Need by Consumer Sub-group: Deaf consumers Deaf/hoh consumers in rural locations Low-functioning deaf/hoh consumers Deaf/hoh consumers with little or no work history Deaf-blind consumers Deaf/hoh consumers with limited English Extent Agency provided Interpreter by Sub-group: Deaf consumers Transition age deaf/hoh consumers Deaf/hoh consumers with little or no work history Racial/ethnic minority deaf/hoh consumers Deaf-blind consumers Deaf/hoh consumers with limited English Comparison of Highest Ranked Data www.nciec.org/

11. Extent State VR agencies provided interpreter service Deaf consumers Transition age deaf/hoh consumers Deaf/hoh consumers with little or no work history Racial/ethnic minority deaf/hoh consumers Deaf-blind consumers Deaf/hoh consumers with limited English Extent services provided by qualified interpreters Deaf consumers Hard of hearing (hoh) consumers Deaf/hoh consumers with little/no work history Transition age deaf/hoh consumers Racial/ethnic minority deaf/hoh consumers Deaf/hoh consumers using assistive technology Comparison of Highest Ranked Data www.nciec.org/

12. Need for interpreter service by VR sub-setting: Postsecondary/vocational settings Medical settings Employment placement settings Legal settings Mental health settings Employment preparation settings Extent interpreter service provided by VR sub-setting: Career assessment Employment placement settings Intake and eligibility determination Employment preparation settings Postsecondary/vocational settings Medical settings Comparison of Highest Ranked Data www.nciec.org/

13. Extent State VR agency provided interpreter service by VR sub-setting: Career assessment Employment placement settings Intake and eligibility determination Employment preparation settings Postsecondary/vocational settings Medical settings Extent service provided by qualified interpreter by VR sub-setting: Consumer intake/eligibility determination Career assessment Employment placement settings Employment preparation settings Postsecondary/vocational settings K-12 transition-related settings Comparison of Highest Ranked Data www.nciec.org/

14. Interpreter Training Needs Respondents ranked interpreter training needs in the following order: • Interpreting in mental health settings • Interpreting for LFD consumers • Interpreting for diverse populations • Mentoring training for interpreters • Training for VR staff/counselors that work with interpreters • Interpreting in substance abuse settings • Interpreting in employment related settings • Interpreting in medical settings • Interpreting in legal settings Data derived from VR Final Report Table 40 www.nciec.org/

15. NCIEC Deaf Interpreter Studies Critical Issues Forum Presentation Summaries. diinstitute.org/learning-center/critical-issues/NCIEC Deaf Interpreter Work Team. (2009). Analysis of Deaf Interpreter focus group discussions conducted April-July 2007. diinstitute.org/wp-content/uploads/2010/06/DI_Comps_Rev_Final.pdf www.nciec.org/

16. NCIEC Deaf Interpreter Studies NCIEC Deaf Interpreter Work Team (2009). Findings of Deaf Interpreter educator focus groups conducted December 2007. NCIEC Deaf Interpreter Work Team (2009). Findings of a national survey of Deaf Interpreters conducted spring 2007. For a copy of full reports, please go to: diinstitute.org www.nciec.org/

17. Findings: Profile of DI • 89% self-identified as Deaf (vs Hard of Hearing) • 62% female • 88% Caucasian/White • Most have Deaf family members and/or residential school experience • Majority are college educated: • Over half hold BA/BS or higher • 35% hold Masters degree

18. Findings: Profile of DI • Majority of working DIs not yet RID certified; those certified hold Masters at higher rate than those who are not certified. • Hired across the U.S. but most prevalent on Eastern Seaboard and western U.S. • Majority work part-time and freelance • Most practice in tandem with hearing interpreter (29% report working alone)

19. Findings: Primary Work Settings Deaf Interpreters work across all settings, but most commonly in: • Social services • Medical appointments • Employment settings, VR, workplace • Legal • Mental health

20. Highest Need for interpreter service by VR sub-setting: Postsecondary/vocational settings Medical settings Employment placement settings Legal settings Mental health settings Most common work settings for Deaf Interpreter: Social services Medical appointments Employment settings, VR, workplace Legal settings Mental health settings Comparison of VR & DI Data www.nciec.org/

21. Findings: Primary Consumers General consumer profile: Caucasian/White, American-born adult aged 22-65 with education K-12. 1. Majority are Deaf monolingual in ASL with limited English proficiency. 2. Second most commonly: Individuals who are Deaf-Blind 3. Third most commonly: Consumers who have little or no language

22. Findings: Primary Consumers Mid-west: DI more likely to work with Deaf-Blind West & Eastern Seaboard: DI more likely balance between Deaf-Blind and Deaf sighted consumers

23. Extent of Need by Consumer Sub-group: Deaf consumers Deaf/hoh consumers in rural locations Low-functioning deaf/hoh consumers Deaf/hoh consumers with little or no work history Deaf-blind consumers Deaf/hoh consumers with limited English Most Commonly Served by Deaf Interpreters: Monolingual Deaf ASL user with limited English proficiency Individuals who are Deaf-Blind Deaf consumers who have little or no language Comparison of VR & DI Data www.nciec.org/

24. Findings: Primary Communication Modes Deaf Interpreters work most frequently in: • ASL • Visual-Gestural • Close or Low Vision & Tactual • Sight translation (about 50%)

25. Findings: Background, The Work, & Education • Interpreting Process • Employment Issues • Formal Preparation: Core, Specialized Competencies, Specialty • Common Formative Experiences http://diinstitute.org/study-results/deaf-interpreter-focus-groups/

26. DI Competencies NCIEC Deaf Interpreter Work Team (2010). Toward effective practice: competencies of the Deaf Interpreter. National Consortium of Interpreter Education Centers. For a copy of the full report, please go to: diinstitute.org/resources www.nciec.org/

27. Competencies of All Interpreters Generalist Competencies Specialty Competencies Mental Health Medical Legal Vocational Rehabilitation Video Relay • Theory and Knowledge • Human Relations • Language Skills • Interpreting Skills • Professionalism

28. Generalist Competencies Theory and Knowledge Competencies: • Academic foundation and world knowledge essential to effective interpretation Human Relations Competencies: • Interpersonal competencies fostering effective communication and productive collaboration with colleagues, consumers, and employers

29. Generalist Competencies, cont’d Language Skills Competencies: • Required levels of fluency in languages in which the interpreter works Interpreting Skills Competencies: • Effective interpretation of a range of subject matter in a variety of settings Professionalism Competencies: • Professional standards and practices

30. Specialized Competencies • Foundational • Language, Culture and Communication • Consumer Assessment • Interpreting Practice • Professional Development

31. Experiences Leading to Foundational Competencies • Exposure to American Sign Language and/or another signed language and a wide variety of other communication forms used by Deaf people • Early experiences of interpreting for family, friends, and peers • Experiences of personal challenges in comprehending… • Personal experiences • Discrimination • Oppression • Frustration

32. ELK as Foundational Competency Those Deaf individuals who become effective Deaf Interpreters are instilled by these life experiences with linguistic and extra-linguistic knowledge (ELK) (Gile, 1995) rarely, if ever, found in hearing interpreters. This requisite knowledge is an essential foundation that can be honed – though not taught – through interpreting education.

33. Language, Culture and Communication Competencies (6) • Native or native-like competency in ASL, and/or a second signed language • Adeptness and flexibility in working across a range of registers, genres, and variations of ASL, and/or a second signed language • Ability to recognize and negotiate cultural behaviors, values, mores, and discourse features and styles for effective communication

34. Language, Culture and Communication Competencies, cont’d 4. Creativity and flexibility in the use of alternative visual communication strategies to convey complex concepts to consumers 5. Ability to read and write English for sight translation of standard forms and instructions and written translation of the Deaf consumer’s responses

35. Language, Culture and Communication Competencies, cont’d 6. Ability to effectively explain and discuss the following concepts to a variety of stakeholders in an articulate, professional manner: a. Process of consumer assessment and the rationale for using particular interpreting strategies and interventions; b. Roles, functions, and processes of the interpreting team; c. Rationale for the decision to use consecutive or simultaneous interpreting; d. Extent to which interpreters’ linguistic negotiation and consumer language constraints may limit appropriate stakeholder use of portions of the interpretation.

36. Consumer Assessment Competencies (4) • Recognize educational, cognitive, physiological, and sociolinguistic factors and communication needs likely to influence interpretation strategies and communication interventions 2. Identify Deaf consumers’ language use 3. Identify Deaf consumer’s potential gaps relative to the particular interaction or setting in order to determine a target language/communication strategy consistent with the experiential and linguistic framework of the Deaf consumer and appropriate to situational protocol

37. Consumer Assessment Competencies (4), cont’d 4. Apply understanding of the history and significance of oppression in the Deaf community in analysis of power relationships among participants within the interpreted interaction in order to determine how the consumer’s position within the power dynamic might influence interpreting decisions or strategies

38. Interpreting Practice Competencies (9) • Engaging the Deaf consumer in the interpreting process in order to effect the most accurate and meaningful communication; • Elicitation strategies to draw out information and seek clarification of meaning; 3. Contextual strategies to infer implied meaning and discern meaning in spite of production interference; 4. Strategies to maintain Deaf consumer’s focus on information relevant to the discourse;

39. Interpreting Practice Competencies, cont’d 5. Production strategies aimed at a target language/communication form consistent with the experiential and linguistic framework of the Deaf consumer including: • adapting syntactic form • Managing flow of information • Providing contextual information • Monitoring consumer feedback to determine alternative modes of communication and other interventions • Seeking clarification from all parties involved concerning details as needed to accomplish above

40. Interpreting Practice Competencies, cont’d 6. Demonstrate ability to recognize when stakeholders may use ancillary aspects or imprinted messages in ways that do not represent an intended consequence of the linguistic interaction; 7. Demonstrate ability to monitor interaction to determine whether interpreting is effective; determine when it might be appropriate to stop the proceedings and offer appropriate alternative resources; 8. Identify, recognize, and differentiate roles as an interpreter and as an advocate including boundaries expected within the profession and the Deaf community.

41. Interpreting Practice Competencies, cont’d 9. When working as a team with a hearing interpreter, demonstrate ability to effectively negotiate aspects of the conjoint work with all parties involved: • Foster a collaborative interpreting process; • Agree in advance with team interpreter on language use, techniques and strategies; • Agree in advance with team interpreter on the use of consecutive and/or simultaneous interpretation; • Discuss in advance with team interpreter how to manage potential communication breakdowns between team members; • Recognize and effectively navigate potential power dynamics; • When two or more teams are at work, plan how and when to switch.

42. Professional Development Competencies (5) 1. Pursue professional development activities 2. Actively encourage and participate in professional learning communities of Deaf Interpreters • Keep abreast of current trends 4. Stay abreast of knowledge and current trends in a wide variety of subject areas and any area in which the Deaf Interpreter may work 5. Pursue educational and interpreting credentials

43. WIN-WIN WIN-WIN!

44. Discussion: Issues and Implications for Vocational Rehabilitation • Explore potential benefits and challenges of hiring Deaf Interpreters to facilitate VR services. How well do the competencies DI’s bring match the needs of some consumers? • Explore potential for VR consumers to be identified for careers in interpreting. How well do some consumers match the profile and foundational experiences of current Deaf Interpreters? • How can we work together to promote utilization of Deaf Interpreters for the advancement of VR consumers?

45. Work for the Next Grant Cycle • Develop curriculum guide for IEPs to infuse information on use of DI’s. • Develop curriculum and training modules for DI education; evaluate for effectiveness. • Train VR providers in effective use of DI’s. • Continue to work with RID on appropriate testing for CDI.

46. Deaf Interpreter Institutewww.diinstitute.org

47. Thanks to DI Work Team Partners Cynthia Napier Eileen Forestal Debbie Peterson Patrick Boudreault Jimmy Beldon Priscilla Moyers Carole Lazorisak Steven Collins Cathy Cogen Lillian Garcia Peterkin Alberto Sifuentes NCIEC Staff www.nciec.org

48. Thank you for coming! For More Information: DIInstitute.org NCIEC.org Full Competencies document on NCIEC Products DVD available at our booth Cathy Cogen: c.cogen@neu.edu Lillian Garcia Peterkin: l.garcia@neu.edu