1 / 28

“Deaf-Blind Class”

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

xena
Télécharger la présentation

“Deaf-Blind Class”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “Deaf-Blind Class” The Seattle Lighthouse for the Blind A Bonus Presentation

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

  3. 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.

  4. Strategies for Group Meetings This 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.

  5. 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.

  6. Interpreting Students, cont.

  7. Matching teams This 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.

  8. The Room Chairs are arranged for units of deaf-blind persons and interpreter pairs.

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

  10. Written Outline Thepresenterhasgivenanoutlineofthetalktothecoordinator,whichhasbeencopiedforinterpreterstohelpthemprepare.

  11. The Speaker Gets Ready • The speaker presents from a raised platform for visibility. • The backdrop is a solid, dark/contrasting, non-reflective color.

  12. Voice Interpreters There is a microphone for the voice interpreters.

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

  14. The Interpreting Team(s) Copy Signer (platform) Voice Team

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

  16. Tactile Team People 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.

  17. Tactile Team, cont.

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

  19. Class in Progress The small group on the right are watching an interpreter close up.

  20. 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.

  21. Mentoring, cont. • Notice where the name tag is placed (on the arm) to avoid glare.

  22. Visitors Some people prefer to visit.

  23. Post-class Mentoring Interpreter instructors mentor newer interpreters after the class.

  24. 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).

  25. 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.

  26. 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.

  27. Change Change 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.

  28. 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.

More Related