DEAF-BLIND INTERPRETING THROUGH THE LENS OF THE DEMAND CONTROL SCHEMA Susanne Morgan Morrow, MA, CI, CT with Deaf-Blind Community Guest, Karen Bailey
LEARNER OBJECTIVES • Demonstrate knowledge and applicability of the Demand Control Schema to interpreting scenarios requiring deaf-blind interpreting strategies. • Analyze potential demands placed on the interpreter when working with consumers with atypical vision. • Identify controls to assist in any scenario that is deemed as “deaf-blind interpreting.”
Affecting factors in deaf-blind interpreting are at the core of the Demand-Control Schema.
DEMAND-CONTROL SCHEMA
• A theoretical framework that allows us to assess and mitigate the stressors that are inherent in the work of sign language interpreting. Dean and Pollard (2001)
DEMAND-CONTROL SCHEMA • Demands – Part of the job regardless of who the interpreter is. – What is needed: knowledge, capability, characteristics, traits, working conditions
• Controls – Interpersonal and varying. – Resources and options (rather than controlling� the situation). – There isn’t a one-toone match of demands and controls
Dean and Pollard (2001)
DEMAND-CONTROL SCHEMA Four Discrete Demands: 1. Environmental 2. Interpersonal 3. Paralinguistic 4. IntrapersonalÂ
DEMAND-CONTROL SCHEMA Four Discrete Demands: 1. Environmental 2. Interpersonal 3. Paralinguistic 4. IntrapersonalÂ
“Environmental demands are interpreting challenges or success requirements that pertain to the assignment setting (e.g., the need to understand consumers' occupational roles and specialized terminology specific to a given setting or tolerance of space limitations, odors, extreme temperatures, or adverse weather)� Source: Deaf Wellness Center, Univ. of Rochester Medical Center
DEMAND-CONTROL SCHEMA Physical surroundings:
• Room temperature • Chemicals and odors • Seating arrangements/sight lines • Lighting quality • Visual distractions • Background noise • Space (people, furniture, equipment) Source: UNC DO IT Center http://www.unco.edu/doit/home.html
• There are four environmental factors that affect the interpreting process for individuals with vision loss.
ENVIRONMENTAL FACTORS
1. Seating 2. Contrast 3. Lighting 4. Distance
Physical Environment
1. SEATING • Being on the same plane with the consumer will assist in facilitating communication
POSSIBLE CONTROLS: • Adjust your chair up or down accordingly, if possible • Request for a different style of chair • Sit at an angle to each other with a comfortable distance
1. SEATING UNEQUAL PLANES
Arm overstretching Head angled Neck pressure
EQUAL PLANES
Direct eye contact Arms at comfortable lengths Accurate sign production
1. SEATING • Be sure you and the consumer both have sufficient support during communication interactions
POSSIBLE CONTROLS: • Use corners of tables • Use arms of chairs • Use pillows or rolled jackets behind backs • Sit on the edge of the chair to place weight on legs, not back
Bad Support
Good Support
2. CONTRAST • The interpreter needs to provide a solid contrast to her hands/arms to enhance reception of sign language. POSSIBLE CONTROLS:
Prepare wardrobe in advance with the following considerations: Wear dark colors for light pigmentation (not red/pink), light colors for dark pigmentation (not white), No open collars or v-neck shirts, No patterns
Keep a smock or sweater handy
Washed Out – No Contrast
Hands/Face Clear – Good Contrast
2. CONTRAST • Be aware of the backdrop behind you while signing
POSSIBLE CONTROLS: – Request a solid backdrop – Move to a location in the room that is less visually cluttered
VISUALLY CLUTTERED
- Congested background - Complex attire - No contrast
VISUALLY CHALLENGING
- Congested background - Improved attire - Good clothing contrast/poor background
VISUALLY OPTIMAL
- Clean background - Contrasting attire - Reduces eye fatigue
3. LIGHTING • Additional illumination may be needed in order to enhance visual access to sign language production
POSSIBLE CONTROLS: – Request that the space be more illuminated – Request additional lighting Lamps that can be angled are often best – Move to a different location in the environment that is better illuminated
3. LIGHTING
The interpreter needs to be aware of seating & positioning.
Beware of natural lighting – glare and shadows!
Never sit in front of windows or bright light.
3. LIGHTING The interpreter should select a position that allows for a more contrasting background. Lighting should always come from the front of the interpreter, over the shoulder of the consumer.
Contrasting backdrop
Lighting from the front
4. DISTANCE • Distance between communication partners may be closer (low vision) or further away (reduced peripheral fields) • Distance between the Deaf-Blind person and communication partners within the environment may not be accessible • Materials and things are at a distance may not be accessible
4. DISTANCE POSSIBLE CONTROLS: – Pre-conference with the Deaf-Blind person to determine a comfortable seating distance. – Pre-conference with the Deaf-Blind person to discuss what information within the environment is of interest – Determine a strategy with your partner and the Deaf-Blind person as to when this information will be incorporated into the interpreting process.
ACTIVITY Environmental
DEMAND-CONTROL SCHEMA Four Discrete Demands: 1. Environmental 2. Interpersonal 3. Paralinguistic 4. IntrapersonalÂ
Interpersonal
“Interpersonal demands are Interpersonal challenges include: personalities; understandings and misunderstandings, preconceived notions; and idiosyncrasies of those interacting with interpreting stakeholders. Source: http://www.terptopics.com/DemandControl.htm
ACTIVITY Interpersonal
Paralinguistics
Paralinguistic demands include the stuff that accompanies or surpasses mere vocabulary or syntax; but, can make or break the communication: Is it clear? Is there an accent or dialect that impedes it? Do the stakeholders understand the subject, are they communicating concepts effectively? Are there "lazy communicators" involved, or is everyone equally concerned with communication success? Source: http://www.terptopics.com/DemandControl.htm
DEMAND-CONTROL SCHEMA Four Discrete Demands: 1. Environmental 2. Interpersonal 3. Paralinguistic 4. IntrapersonalÂ
PARALINGUISTIC FACTORS 1. 2. 3. 4. 5. 6.
Seating Contrast Lighting Distance Time Space/Pace
Physical Environment
Process in Environment
5. TIME • In order to produce an accurate interpretation additional time might be necessary. • Processing time for satisfactory visual access may be prolonged • Time to read (visually or tactually) materials may be extended
5. TIME POSSIBLE CONTROLS: – Pre-conference with the Deaf-Blind person to discuss how the viewing of materials will take place. – Pre-conference with your team interpreter on strategies for maintaining on-going information. • Notetaking during process, visual referencing for consumer
– Determine specific roles: language interpreter vs. visual information interpreter.
6. Space/Pace
SPACE
SPACE
• Space between communication partners gets larger or smaller • Signing space can get larger or smaller • Personal space between communication partners changes • The concept of space and where things are located in the environment changes/ takes more precedence.
SPACE • Rate of sign language production may be altered • Fingerspelling & numerical production is slowed • Moving from place to place may be slowed • Accessing printed materials takes longer
CHANGING NEEDS
n o i t a n i b m Co s e d o of M -Face-to-Face TwoHanded Tactile Sign Language -Enlarged font via Large Screen TV
DEMAND-CONTROL SCHEMA Four Discrete Demands: 1. Environmental 2. Interpersonal 3. Paralinguistic 4. IntrapersonalÂ
Intrapersonal
“Intrapersonal demands are the emotional, psychological, and emotional experiences of the interpreter: Too hot? Hungry? Sleepy? Angry? Frustrated? Afraid? Confident? Ethical conflicts? Interpreter vs. Advocate
Source: http://www.terptopics.com/DemandControl.htm
Three Points of Assessment
Pre-Assignment Assignment Post-Assignment
THREE POINTS OF ASSESSMENT 1. Pre-assignment • Prior knowledge of the assignment & working environment (i.e. location, content to be discussed) • Assignment professional requirements (i.e. attire, previously established relationships) • Preview of materials • Consumer language needs • Consumer visual needs • Potential visual environmental challenges • Consumer SSP, additional support needs • General experience in deaf-blindness Adapted from http://www.terptopics.com/DemandControl.htm
THREE POINTS OF ASSESSMENT 2. Assignment Pre-conferencing with consumer & on-site contacts Establishing language/communication preference Assessing logistics Orientation to the environment Incorporating visual information/changes in the environment • On-going modification process for optimal language access • • • • •
Adapted from http://www.terptopics.com/DemandControl.htm
THREE POINTS OF ASSESSMENT 3. Post-assignment • Post-conferencing with consumer • Feedback to hiring agent • specific to visual and additional support needs of the consumer • Checklist for future assignments
Adapted from http://www.terptopics.com/DemandControl.htm
ADDITIONAL FACTORS
• Personal effects –Attire, hygiene
• Assignment Demands
–Use of technology, multi-media –Group dynamics
Age of Onset
Amount & Type of Training
Progressive or Stable
SelfKnowledge
Mode of Communication
Available Supports
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