“Deaf-Blind Class”

“Deaf-Blind Class”The Seattle Lighthouse for the BlindA Bonus Presentation

“Deaf-Blind Class”• In the 1980’s a one-time, 8-week class on

“Assertiveness” was offered to DB people in Seattle. At the conclusion of this course the participants said how much they had learned and (being assertive) asked for more on different topics.

• The Seattle Lighthouse for the Blind program staff responded and began offering a weekly class on various topics.

DB Class• Through the years the class has proved

useful as a way to train Sign Language interpreters as well, and so a partnership was formed between the Lighthouse, professional interpreters and the local Interpreter Training Program.

• Many strategies have evolved for satisfying the needs of all groups.

Strategies for Group MeetingsThis presentation illustrates these strategies in the hope that these ideas will prove useful to others and that DB people will have more access to the information that the rest of us take for granted.

Interpreting Students• Before each class, people gather early. • The lead mentor describes key terms in

both ASL and English to be used in the night’s lesson for all who are interested. Interpreting students especially benefit from this preview.

Interpreting Students, cont.

Matching teamsThis booklet has pictures of the deaf-blind people who might attend class to accompany the list of assignments so that new interpreters can identify them and go to the right place to work.

The RoomChairs are arranged for units of deaf-blind persons and interpreter pairs.

The Room, cont.Shades are pulled to avoid light in the eyes.

Written OutlineThe presenter has given an outline of the talk to the coordinator, which has been copied for interpreters to help them prepare.

The Speaker Gets Ready• The speaker presents from a raised

platform for visibility.• The backdrop is a solid,

dark/contrasting, non-reflective color.

Voice InterpretersThere is a microphone for the voice interpreters.

Voice Interpreters, cont.The class coordinator (on the left) makes sure everything is set for the interpreters.

The Interpreting Team(s)Voice TeamCopy Signer

(platform)

The Interpreting Team(s), cont.‘Close Vision’ interpreter (seated in the center facing audience)

Tactile TeamPeople skilled at reading Sign tactually can use a left-handed interpreter on one side and a right handed interpreter on the other. This both makes better use of interpreting resources and rests the arms of the deaf-blind person.

Tactile Team, cont.

Creating a RecordEach class is videotaped. These tapes can then be used to review and improve the process.

Class in ProgressThe small group on the right are watching an interpreter close up.

Mentoring• On the picture on the next slide, the

student interpreter (center) faces the platform. The mentor (right) makes notes of things to discuss with the student after class.

Mentoring, cont.• Notice where the name tag is placed

(on the arm) to avoid glare.

VisitorsSome people prefer to visit.

Post-class MentoringInterpreter instructors mentor newer interpreters after the class.

Volunteers• The fact that most of the interpreters for

the classes are volunteers, and that most of the volunteers are interpreting students, significantly affects how this class is managed.

• Great consideration should be given to the needs of the students and how they could benefit (so they will return).

Class• The ‘class’ functions as several things for

DB people and others in the community.

• It generally has the flavor of a community meeting (e.g. announcements and explanations regarding changes in the transportation system, explanations of upcoming ballot issues) in which the transportation system takes advantage of the volunteers.

Public Square• Some DB people attend primarily to

visit with others. It’s a place where newcomers and visitors to town can meet up with others.

• It’s a place to look over the new crop of interpreters and choose some to cultivate; a place for new interpreters to meet experienced mentors.

ChangeChange is natural. Over the years, more DB people have moved to find work, more DB people are gainfully employed, the field of interpreting and the training program(s) preparing them have adjusted. DB people are slowly gaining access to the wider society.

Change, cont.In Seattle, while not all DB people attend DB class, and not all those who do attend pay attention to the planned agenda, DB class has remained a mainstay of the Seattle DB community.