NCIEC National Consortium of Interpreter Education Centers

Preview of New Curriculum for Deaf Interpreter Education Jimmy Beldon and Eileen Forestal In behalf of NCIEC DI Curriculum Development Team

Consortium Mission to connect and collaborate with diverse stakeholders in order to create excellence in interpreting cross-center collaboration educational opportunities knowledge transfer dissemination resources communication technical assistance

WRIEC Western Oregon University El Camino College MARIE Center University of Northern Colorado National Center Northeastern University GURIEC Gallaudet University CATIE Center St. Catherine University NURIEC Northeastern University

DI Initiative Purpose To improve access to interpreting services for individuals who are  Deaf,  Deaf-Blind, and  hard-of-hearing,  especially those underserved and at- risk adults and youths

Advancement of the practice and education Greater understanding of the role of the Deaf Interpreter Competencies required for successful practice, & benefits offered by Deaf Interpreters Resources and learning opportunities for and about Deaf Interpreters DI Initiative Outcome

Deaf Interpreter 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

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

Specialized Competencies  Foundational  Language, Culture and Communication  Consumer Assessment  Interpreting Practice Elicitation Competencies Production Competencies Monitoring & Clarification competencies Teaming Competencies  Professional Development

Specialized Competencies  Foundational  Language, Culture and Communication  Consumer Assessment  Interpreting Practice Elicitation Competencies Production Competencies Monitoring & Clarification competencies Teaming Competencies  Professional Development

Thanks to DI Work Team Partners Cathy CogenLillian Garcia Peterkin NCIEC Staff Carole Lazorisak Jimmy Beldon Eileen Forestal Cynthia Napier Debbie Peterson Patrick Boudreault Priscilla Moyers Steven Collins Alberto Sifuentes

interpretereducation.org Current Grant Cycle

DI Curriculum Development Team Curriculum & Resource Development for DI Preparation interpretereducation.org James Lipsky, Lillian Garcia Peterkin, Cynthia Napier, Eileen Forestal, Stephanie Clark, Chris Kurz and Jimmy Beldon

Deaf Interpreter Preparation:  Module 1: Deaf Interpreters: Past, Present and Future  Module 2: Consumer Assessment  Module 3: Ethnic and Cultural Diversity  Module 4: Ethical Considerations and Challenges for Deaf Interpreters  Module 5: Practice to Theory for Deaf Interpreters  Module 6: Team Interpreting A Comprehensive Curriculum

Pilot of the Modules Road to Deaf Interpreting Program, Massachusetts  18 month program  Meets once a month Saturday all day and Sunday half day  13 Deaf students  Four modules taught so far (March – June 2012) Two more modules (Dec and April 2013) Parts of modules spiraled in other sessions

Example of One Module Practice to Theory for Deaf Interpreters

Title of Module: Practice to Theory for Deaf Interpreters Overview of Module: Purpose of the Module: Competencies: Anticipated Outcomes: Assessment:

Competencies  Competency # 2 ( Language, Culture, and Communication Competencies)  Competency # 3 (Consumer Assessment Competencies)  Competency #4 ( Interpreting Practice Competencies)

Units of Learning: Interpreting Practices  Unit 1: Translation  Unit 2: Consecutive Interpreting  Unit 3: Simultaneous Interpreting and Continuum of CI & SI  Unit 4: Mirror Interpreting  Unit 5: Considerations for Working with Consumers

Interpreting Theories (How they are applied to the practice of Deaf Interpreters)  Unit 6: Colonomos’ Process Model  Unit 7: Cokley’s Sociolinguistic Model  Unit 8: Gish’s Information Processing  Unit 9: Gile’s Effort Model  Unit 10: ASL-English Discourse in Interpreting

Units  Each unit contains all or most of below: Lectures with PowerPoints Videos of ASL translation of selected articles and readings Videos for demonstrations and analysis of Deaf Interpreters at work Observations of Deaf interpreters working in the community Collaborative activities and learner presentations Application of theory to practice and practice to theory Videotaping Self-analysis and peer analysis with instructor analysis

Module Assessment:  Pre-and post-tests  Class observation  Informal formative assessments  Participation  Participant Interviews  Out-of-class assignments  Instructor Interview

Next Steps?  Revised Modules  Find qualified Deaf trainers  Train the Trainers  Dissemination plan

New Look of DII Website!

DIInstitute.org Learning & Networking for & about the Deaf Interpreter

A Quick Survey 1. Are Deaf students enrolled in the IEP in your state? 2. Do the IEP include information/training about Deaf interpreter ? 3. Does the IEP provide HI/DI team training?

Questions & Answers Any thoughts? Any suggestions? Miss something? interpretereducation.org

For more information, check out… Diinstitute.org Interpretereducation.org

Thank You! Contact us with Questions and Comments NCIEC DI Curriculum Development Team Lillian Garcia Peterkin interpretereducation.org

Connect with us on Join our mailing list

The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA A and B.