The following guidelines have been developed by Sharon Barrey Grassick as part of "Deafblindness: A Training Package for Support Providers".
It is envisioned that these guidelines could be incorporated into a Code of Practice to be used by interpreters working with people who are deafblind within Australia.
Some valuable feedback has already been received from interpreters in the field. More feedback is welcome, particularly from people who are deafblind who are currently using interpreters.
INTERPRETING FOR PEOPLE
WHO ARE DEAFBLIND: GUIDELINES
Currently there are no accredited courses in Australia specific to deafblind interpreting [1]. When a person who is deafblind requests an interpreter, there is a high probability that the interpreter (for Deaf) will never have had experience in deafblind interpreting. This situation is further compounded by the fact that there are many adapted forms of AUSLAN, sign language and fingerspelling used by individuals who are deafblind. Even an interpreter who has had experience with one person who is deafblind, may be unaware of the methods used by another.
Although some procedures regarding interpreting for people who are deafblind will be the same as for people who are Deaf, eg., Code of Ethics, it is essential that interpreters be made aware of the unique disability of deafblindness, and its implications for interpreting.
The minimum prerequisite to interpreting for a person who is deafblind should be a deafblind awareness course, which includes hands-on demonstration of the various adaptations used by people who are deafblind, and sighted guide techniques.
Until such time that specific training in deafblind interpreting becomes a reality in Australia, the following guidelines can assist in making the interpreting situation as effective as possible:
[ NOTE: 1 Some interpreter training courses contain sessions on deafblind interpreting within their interpreting for Deaf courses, eg., at RMIT in Victoria. ]
1. MAKING CONTACT
a. Always let the person know you are there.
b. Approach from the front and gradually move to the side to give the person the opportunity to use any residual central or peripheral vision that there may be.
c. Gently place your hand on their hand or arm and leave it there so that the person can easily locate you. Avoid tapping which can be startling.
d. At this point the person may respond by raising a hand to receive fingerspelling, or by placing his/her hands over yours to read signs tactually; s/he may respond using regular AUSLAN or fingerspelling.
e. Introduce yourself using the person's preferred method, of which you will have been informed by the person making the assignment booking.
2. PRE-INTERPRETING SESSION
a. Arrange to meet prior to the assignment to discuss requirements. At least 15 minutes prior to starting time would be standard practice.
b. The following points in this document to be considered.
3. COMMUNICATION MODES
a. What is the client's preferred mode of communication?
b. What modes of communication are shared by both the client and interpreter in the event of a change to another mode being required? (eg., poor lighting, lights dimmed for a video, or a black out)
c. If using tactile fingerspelling, are abbreviations or short-cuts acceptable to the individual?
d. Determine the rate or speed of interpreting the individual prefers.
4. MOBILITY AND ACCESS
a. Learn basic sighted guide techniques.
b. Ask if the person will require sighted guide; do not assume they will.
c. Offer an arm in dark or changing light conditions; never grab the person's arm and steer them, or push the person in front of you.
d. Advise person of any dangerous obstacles, steps, or narrow passages.
e. Is there wheelchair access, if required?
f. Are there any transport needs such as organising a taxi after the session?
g. Are there any guide dog requirements, such as a relief area?
h. Remember that a guide dog is a working animal and is not to be distracted, by patting or calling, while in harness.
5. LENGTH OF ASSIGNMENT AND BREAKS
a. Two interpreters would be required, to allow for 'breaking', if the assignment is for more than one hour.
b. It is very important to remember that the client may also require a break.
c. Tactile interpreting can be very tiring both mentally and physically; the interpreter may need to move away from the person to ensure a real break, as 'chatting' to the person during the break may defeat the purpose of the break.
d. Remember, deafblindness can be isolating for an individual; ask if the person would prefer to sit with others during their breaks.
e. A general rule is a minimum of five minutes break every twenty minutes for both the interpreter and the client; this may vary with individual preferences and should be agreed upon at pre-interpreting session.
f. If there is only one interpreter and/or the client requires a break, the proceedings must stop until the break is over.
6. INTERPRETING THE ENVIRONMENT
a. Physical and visual information, as well as auditory information, must be interpreted.
b. Establish what kinds of incidental information the client would like, to help to create a 'picture' of the environment: - Layout of room(s) or area? - Objects or items in the room?
c. Location of other participants should be explained, eg., go around the table or room and introduce or identify who is sitting at one o'clock, three o'clock, etc., as on a clock face.
d. Inform client of any new arrivals, people leaving, or other changes in physical environment.
e. Interpret emotional overtones, dynamics, head nods, body postures, etc.
f. Indicate who is speaking by name, not pointing; if you do not already know everyone's names, name tags or a seating chart could assist with this.
g. Indicate when a question is directed to the person.
h. When directing the person to an object, such as a water glass, gently place your hand under the hand of the person and move hands together in direction of the glass; when you make contact with the glass, slowly slide your hand away to allow the person to locate glass; do not pick up the object and put it in the person's hand unless it has been agreed previously that this is acceptable to the person. Your other hand can be used to steady the glass, if necessary.
i. Locating a chair can be done in this same manner.
7. SPECIAL NEEDS
a. How will the person access restroom facilities? - If the client is of the opposite sex and there are no unisex facilities, arrangements may need to be made for assistance.
b. Are there any medical considerations or food requirements?
c. Alternative formats (large print, braille) may be required to access written information if overheads, whiteboards and/or handouts are used.
8. CODES AND ADAPTATIONS TO INTERPRETING TACTILE SIGN
a. Individual codes, or cues, may be agreed upon to represent various situations, such as fingerspelling 'hahaha' when there is laughing, or tapping on the arm to indicate, "Please repeat that".
b. See the attached points to be considered when using tactile sign.
9. SEATING
a. Comfortable seating with good back support is extremely important, as tactile interpreting can be very tiring for both client and interpreter.
b. Some clients prefer sitting face to face with elbows resting on a table; others prefer side by side. Ask for seating preferences.
c. Cushions can be placed under elbows for long sessions.
d. Comfortable chairs with armrests are sometimes preferred.
10. CLOTHING
a. A good contrast between skin colour and clothing is important, eg., the two most acceptable colours, for a person with light coloured skin, are black and navy blue, and the dark top must completely cover any lighter clothing which might be worn underneath.
b. Tops must be plain with no designs of any sort and without zippers, brooches or shiny buttons.
c. For tactile interpreting, pants are a must as skirts and dresses will not allow you to sit comfortably at the close proximity required.
d. Remove all jewellery including rings, bracelets and earrings. This is regardless of the communication style used; when using tactile methods, rings (even ones which feel smooth) can cut and chafe and earrings can be pulled because of close proximity. If the person is relying on residual vision, any jewellery can be visually distracting and may affect the person's concentration.
11. LIGHTING
a. Appropriate lighting can be a critical issue for clients relying on residual vision.
b. Avoid glare, cluttered backgrounds and spotlights.
c. Lighting is generally preferred to illuminate interpreter's face and hands.
d. Beware of audio-visual presentations where lights are dimmed or turned off; this can be very distressing for a person who has night-blindness or other eye conditions affected by changes in lighting.
e. A pre-interpreting session would allow the client to be involved in the seating arrangements and any possible lighting modifications.
12. PARTICIPATION AND INVOLVEMENT
a. Establish how the client will participate in discussions.
b. Determine what signal will be used, and whether it will be initiated by the client or the interpreter.
13. SOCIAL SITUATIONS
a. Morning tea or lunch breaks may be good opportunities for the client to discuss issues or share information; but avoid communicating while eating, especially with tactile methods.
b. Assist the client in accessing refreshments or restroom facilities, if necessary, before taking your own break; expectations regarding breaks would be discussed at pre-interpreting session.
c. During breaks, will the interpreter interpret conversation, or facilitate communication with others? When appropriate and agreed upon, the interpreter could introduce the person to others, including people who are Deaf, to extend social contact and provide an opportunity for others to learn to communicate with people who are deafblind.
d. When you leave for a break, always let the person know you are leaving; it is embarrassing to discover you've been chatting to an empty chair!
e. Never leave the person alone in unfamiliar surroundings; if you must leave for a moment, make sure there is somewhere for the person to sit, or something stationary to have contact with, such as a wall or table.
f. Never leave the person standing in the middle of an open space.
g. Always let the person know when you have returned.
h. Make a conscious effort to say hello and goodbye, as the person may be unaware of people coming and going unless physically approached.
14. PERSONAL HYGIENE
a. This sensitive area needs special consideration, from both the point of view of the client and the interpreter, as one-to-one interpreting requires such close proximity and contact.
b. Smoke, perspiration odour or strong food odours such as garlic or onions, can be particularly distracting for the client or for the interpreter.
c. Strong perfumes or aftershave should be avoided.
d. An unscented or lightly scented hand lotion may be applied during breaks to help keep hands from chapping and becoming rough and distracting to the client.
15. REMEMBER
a. All clients are individuals, and individual needs, including interpreting requirements, may vary immensely.
b. Every attempt should be made to go into the interpreting situation with adequate information about the client's preferences and requirements, and the appropriate communication skills.
c. If in doubt, ASK the client.
16. CODE OF ETHICS
a. The Code of Ethics followed by Interpreters for Deaf was developed by AUSIT (Australian Institute of Interpreters and Translators Inc.) in consultation with NAATI (National Accreditation Authority for Translators and Interpreters). This same Code of Ethics is to be followed by interpreters for people who are deafblind
b. A Code of Practice is necessary to clarify the role of the interpreter working with individuals who are deafblind.
Sharon Barrey Grassick
June 1998
References:
DiPietro, L. (Ed.). (1978). GUIDELINES on Interpreting for Deaf-Blind Persons . Washington, DC: Public Service Programs, Gallaudet College.
Grassick, S.B., (1997). Deafblindness: A Training Package for Support Providers. Perth, Western Australia: WA Deaf-Blind Association (Inc.). (Project funded by the Disability Services Commission and Lotteries Commission of Western Australia).
Hicks, G., (1996). Making Contact. A Good Practice Guide: How to Involve and Communicate with a Deafblind Person. London: SENSE, the National Deafblind and Rubella Association.
Raistrick, K., (Ed.). Interpreting And Transliterating For Persons Who Are Deaf-Blind. Springfield, Illinois: Illinois Department of Rehabilitation Services.
Smith, T. (1994). Guidelines for Working and Socializing with Deaf-Blind People. Maryland: Sign Media, Inc.
TOUCH AND GO PROJECT (1994). The Council for the Advancement of Communication with Deaf People (CACDP): LONDON
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