Strategies for preparing Deaf students and interpreters for study abroad opportunities Barbara Borich Jana Swenson University of Arizona

Learning Outcomes Understand the uniqueness of sending interpreters to facilitate communication access in a Study Abroad experiences. Understand the detailed planning as well as roles/responsibilities of participants involved in planning Become familiar with the Study Abroad Office as a campus resource for international study, and understand the basics of how the study abroad process works.

Roles/responsibilities for detailed planning Student Selects study abroad site Provides relevant information to DRC Assists with interpreter selection DRC Draft contract Hire interpreter (s) Meet with Study Abroad staff Determine additional accommodations Interpreter Work closely with SA personnel, student, team to balance demands. Uphold the established RID tenets for ethical behavior

Unique Key points DRC Interpreter -Other factors to consider when hiring interpreter (travel experience, host country language) -Compatibility with student -working long period of time -contract -navigating cultural differences -boundaries

Study Abroad Office Works closely with parents, students and DRC with thorough pre-departure processes, study abroad programs and resources for study abroad alumni. Deadline reminders Detailed to-do lists Program itinerary Travel Information Etc.…

Drafting Contract Assignment (Program dates, travel plans) Assignment Responsibilities Compensation (Working hours) Supplemental Arrangements/Costs Additional Information

Hiring interpreter(s) Students involved actively in the selection process. Every effort made to honor student’s request. If two interpreters are required for the assignment, the first interpreter selected will be involved in the selection of the second interpreter. Preference to interpreters who have experience interpreting in international educational programs and who are familiar with the language of the country of travel.

Working with Study Abroad Staff Meet with on-site person who is responsible for making arrangements with the program staff. Make sure they understand interpreter’s role and process the role DRC will play as a resource. Identify person who will be physically present during the program.

Critical points to establish *Who are the Points of Contact? (Both USA/Foreign) *What are the expectations of the interpreter and the student -contract signed by both parties regarding needs, expectations, and boundaries *compensation *housing *extra expenses * Expectations during the unexpected :)

Up Up and Away! Airport: Time to get to know each other. Communicate boundaries/expectations Up in the air: Take care of yourself and be available. Remember interpreters are human, you will get tired too. :)

While on site What does the itinerary look like Semester Long VS. Compressed Time

Semester Long Classroom time: How often? Meal Time: Together or not? Extra trips: Do I go? Social events (Formal and Informal) : What does the student want? Tools: Phones, transport, etc.

Compressed Time Your days will be long Presentations Excursions What is most beneficial for the student? Presentations Preparation If in contact before you leave, get materials If not, ask when you arrive. Don’t be afraid to ask questions Excursions Should the interpreter participate? Last minute added adventures? Meal Times to eat together or not to eat together. Social Interactions

When one returns Schedule rest time! Close the loop Jet lag you just worked A LOT Close the loop check in with POC on both sides What worked What did not work, why, and what can be done differently.

Resources Mobility International USA http://www.miusa.org/ A non-profit clearinghouse sponsored by the U.S. Department of State. Provides information and resources on disability and study abroad as well as detailed tip sheets. Council on International Educational Exchange http://www.ciee.org/

Contact Barb Borich 520-621-5176 voice 520-445-8556 VP bborich@email.arizona.edu Jana Swenson 520-248-221 jana.swenson@gmail.com