Now that you're learning ASL and American Deaf Culture, undoubtedly someone will ask you if YOU'RE now qualified to interpret in business, community, or other specialized settings. The quick and definite answer is NO! Just like starting to learn any foreign language (Spanish, Russian, French, Japanese, etc.), would you try to run out and interpret between that language and English after a few weeks of classes? NO!

What about learning all of the "Baby Signing" books and videos? Still NO! "Baby signs" would be considered just vocabulary and foundational concepts. (Compare it to reading "Golden Books" and Dr. Seuss Books...learning their vocabulary and content wouldn't make you competent enough or skilled enough to interpret!)

You shouldn't be guilted into thinking that you can interpret at this stage in your learning. (You can do a lot more damage when you're non-fluent/dysfluent, but think you have more skill than you really do.) Part of learning another language and about another culture, is recognizing your boundaries and limitations: what you know, and how much you still have left to learn!

In that case, you should contract out for qualified and professional ASL-English Interpreters:

• Who have gone through extensive higher-education learning/courses (preferably a degree in ASL-English Interpretation)

• Who have achieved national-level certification,

• Who have verification of continued/on-going education in their interpreting career, and

• Who continue solid connections and relationships with ASL-using Deaf Community members.

The Registry of Interpreters for the Deaf (RID) has published several white papers/Standard Practice Papers regarding the hiring and securing of qualified ASL-English Interpreters. The basic first paper you should read is about "Professional Sign Language Interpreting" (PDF).

Qualified and Professional ASL-English Interpreters will also adhere to a Code of Professional Conduct, which states:

RID CPC Tenets

1. Interpreters adhere to standards of confidential communication.

2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

6. Interpreters maintain ethical business practices.

7. Interpreters engage in professional development.

If you are in need of a Professional ASL-English Interpreter, please reach out to me to discuss your needs, dates/times, and specifics about the event or meeting. I can contract with you, or recommend trusted contractors with whom I typically work.

As a last resort, you can always inquire with local ASL-English Interpreter Referral Agencies too.

*Note that "Deaf" is capitalized when it refers to the cultural minority of those who live in America, primarily value ASL as their native/fluent language, adhere to ASL and Deaf norms, pass down such cultural values and beliefs to future generations, and take pride in their wholeness/humanity/self-reliance as Deaf individuals making their way through a majority hearing world. This is similar to the convention of capitalizing "African-American" or "Italian-American" or "Chinese-American", as proper nouns for distinct cultural groups.

There is a huge conversation regarding "D"eaf and 'd'eaf. The most basic differentiation and categorization is that "deaf" (lowercase 'd') indicates a physical impairment or lack of the sense of hearing (from mild, to moderate, to severe/profound). It's a general medical and legal term that describes anatomy and injury. This term doesn't focus on the entire person, but more so prioritizes a broken feature, or something that is abnormal and needs to be fixed. It is deficit-focused.

Those who are "Deaf", on the other hand, as stated in the first paragraph above, revel in a feeling of community, culture, language, and shared history/future with like-minded and connected individuals, especially in America.

They focus on community and “ties that bind:

• Shared common language, ASL;

• Collectivist culture and similar experiences (visual-gestural perspective and daily experiences);

• Supportive of each other regardless of hearing ability/loss; core group—Deaf of Deaf (of Deaf...);

• Common schooling experiences and friendships: state school for the Deaf, local public school “Deaf Education Programs”, and/or college/university (Gallaudet, NTID, etc.)

Recognizing that a visual-gestural language is a filter through which they all experience the hearing world may be a huge perspective shift for you as you read this! Consider that Deaf people are forced to interact with their surroundings and the public, attempting to cross that communication bridge fully in order to access daily life. But the world is set up for hearing/sighted/speaking people, not Deaf/signing individuals (statistically there are fewer Deaf/signing than hearing/speaking individuals, so this is just a stark reality).

Most people who grew up hearing (and then lost their hearing later in life) will prefer to still maintain their "hearing" status and identity. They might choose "Hard of Hearing" or "deaf". But unless they learn ASL, go to social events with signing Deaf people, subscribe to Deaf norms and approaches, they won't accept "Deaf" (capital "D") as their identity. This is true for grandparents and older family members whose first language is a spoken language.

Q: What about me? I'm learning ASL...will I be accepted into the Deaf Community?

A: There are multiple avenues into the Deaf Community: Audiological, Linguistic, Social, and Cultural.

1. The first and most obvious—Audiological—would be to have a hearing loss that affected how you went about your everyday life (one or both ears, to a profound extent.

2. Linguistic—learning ASL! This can apply to YOU, or to friends/family that want to be able to communicate with their Deaf children and/or Deaf family members.

3. A third way, would be Social—attending and supporting Deaf Community-led events and organizations.

4. Finally, Cultural—you would be a loud and proud proponent/ally of the causes that Deaf People in America are currently championing:

   • Bilingual/Bicultural education in Pre-K through 12th Grades;

   • Early Hearing and Detection Screening/Intervention in hospitals for newborns, along with a team of qualified/trained Deaf Community representatives who can meet parents and provide a more balanced explanation/introduction to ASL, Deaf World, Deaf Community, etc.;

   • Deaf actors getting priority representation in media and films (instead of hearing "signers" being hired for "Deaf"/signing characters);

   • ASL being formally recognized as a language of the United States;

   • ASL being offered in K-12 education settings as a bona fide and acceptable "foreign language" option; etc.

In many ways, a hearing/signing person in America can join the American Deaf Community from at least 3 different avenues. But there will always be one barrier—audiologically being deaf.

(There are many other identities and avenues to connect with the multi-cultural American Deaf Community as well.)

*For some in the Deaf Community, deaf is part of idiomatic phrases—"deaf as a doornail", "deaf and dumb", "deafmute", or "falls on deaf ears". In all of these colloquial phrases, "deaf" indicates impairment and inability. (These phrases are now currently considered non-politically correct amongst Deaf ASL users. There is a small movement to get such insensitive remarks and phrases removed from daily communication, social media postings, and writings, as they represent micro-aggressions and oppression/discrimination, intended or not.) [Hint: "deafmute" and "deaf and dumb" are considered insulting, oppressive, and politically incorrect, as being able to speak/emit vocalizations has no connection to the sense of hearing. Many Deaf can speak and communicate verbally, but choose not to, as they cannot access the spoken responses from others! Why would they set themselves up to not have access to 1/2 of the conversation?]

"deaf or Deaf?" - Deaf Health Charity - Sign Health (UK)

The Difference between d/Deaf and Hard of Hearing - AI Media

NAD Resources - "deaf", "Deaf", "Hard of Hearing"?

Education of the Deaf in America: K-12, post-secondary/graduate, and the variety of Deaf Education Programs

Question: What type of education was available to Deaf/Hard of Hearing students in the early years of America?

Answer: Sadly, very few options were available, until 1817 when the first School for the Deaf was founded in Hartford, CT—originally named The Connecticut Asylum (at Hartford) for the Education and Instruction of Deaf and Dumb Persons (now called American School for the Deaf [ASD]). Deaf children were spread all over the country, including the far-flung and isolated frontier lands. Once ASD opened, parents sent their Deaf children to ASD to finally get educated. (Many had "home signs" or gestures that had limited meaning to their families, but were by no means organized and systematic languages. At ASD, Laurent Clerc, a French teacher from Paris' School for the Deaf, taught using LSF...which the students quickly "butchered" and modified to match their idea of what was "American". Old ASL + LSF became "Modern ASL" in the mid-1800s!)

Education slowly rolled out across America as ASD graduates (high school diplomas only) made their way back home and westward, establishing schools for the Deaf and teaching/administering them. It wasn't until 1864 when Abraham Lincoln passed the Congressional Charter that founded Gallaudet College in D.C. that Deaf professionals and educators finally had a chance at obtaining post-secondary/higher degrees.

Question: What's the recent history of Deaf Education in America?

Answer: Prior to the passage of the Education for all Handicapped Children Act (EHA) 1975, many deaf children (usually from hearing parents who didn't know sign language, American Deaf Culture, or anyone from the Deaf Community) were sent to their state's "Residential School for the Deaf". The sign for this was INSTITUTE, like SCHOOL, but with I-CL handshapes.

Hearing parents knew that sending their children away (similar to a boarding school) wasn't the best option, but many local school districts in their home neighborhoods didn't have skilled staff or exceptional programs to deal with a "high-risk, low-incidence" category such as "deaf and hard of hearing" [DHH]. ("High risk", since deafness was sometimes accompanied by other health/medical issues, developmental delays, genetic defects, and multiple syndromes affecting language/cognition/ability to thrive. "Low incidence", because compared to the number of hearing/sighted "typical" children in any one school district, there were usually a small number of DHH students—sometimes 1, occasionally 2-3, rarely more than 10-15!)

Each state funded a "Residential School for the Deaf"/Institute, which had dormitories for the students to live in during the week. Somewhat-local students might be afforded the opportunity to go back home on the weekends, though it was usually up to parents to drive 1-4+ hours one way to get them on a Friday afternoon, then bring them back on Sunday evening! Many students lived there throughout the school year, just going home during major holidays - Winter Break, Spring Break, and 2-3 months for summer.

Larger states (CA, TX, NY) had to establish more than one, due to population and geographic size of the state. CA has had 3: CSDR (California School for the Deaf Riverside), CSDB (California School for the Deaf Berkeley), and CSDF (California School for the Deaf Fremont). Since the '70s, CSDB closed and all students from northern CA were transferred to CSDF...or offered to attend their local district DHH programs.

At one point in time, there were 3 catholic Schools for the Deaf (St. Rita School for the Deaf, Cincinnati, OH; St. John's School for the Deaf, St. Francis, WI; and St. Mary's School for the Deaf, Buffalo, NY). Now, only St. Rita School for the Deaf and St. Mary's School for the Deaf are left. These Catholic schools accepted students from outside of their states, even admitting international Deaf students, increasing their overall student numbers and contributing to their longevity.

The pros of attending a School for the Deaf was that ASL was usually the primary language of the students, Deaf Faculty, and Deaf Staff! Language and culture were passed down and shared with older students, who then passed cultural knowledge and know-how to younger students. Fluency in a first language (ASL) helped establish a strong experiential base for students who may have been language deprived for the first 5-7 years of their lives amongst all-hearing family members. Lived experience and wisdom ensured that American Deaf Culture and ASL would prosper and perpetuate into the future.

Cons of some Schools for the Deaf were delayed/reduced focus on academics and worldly knowledge, thus failing to adequately prepare Deaf students to survive in a hearing world on par with their hearing counterparts. Remedial English, Sciences, and History were almost always required for Deaf students from Residential Schools for the Deaf, in order for them to qualify to begin their freshman/1st year of college.

Students at Gallaudet College were known to take at least "5 years" to earn a 4-year BA degree, with their first year being a "Bridge Program" year. This pre-freshman year was filled with remedial courses to get incoming Deaf students up to speed with traditional freshman collegiate-level course content. This also allowed incoming students to fill in the gaps in their academic knowledge before declaring a major and deciding on their futures.

Some students were adequately prepared and finished their BA degrees in 4 years, even going on to complete post-graduate upper-level degrees of study (at Gallaudet or other nearby D.C. universities).

Question: And now, what educational options are out there for Deaf children in America?

Answer: Many parents don't want to send their Deaf/HH children away to what amounts to "boarding school". Instead, they've used the disability/accessibility laws and other educational laws (state and federal!) to fight for keeping their children in their home districts, forcing their local school systems to create "Special Education: Deaf/HH Programs" to house their children! School systems have to hire Teachers of the Deaf (TODs), ASL-English Interpreters (both in the DHH classrooms and in General Education classrooms where DHH students join their hearing peers), Speech Language Pathologists (Speech Teachers), Audiologists, Occupational Therapists, School Psychologists (with experience and training working with DHH K-12 students), etc.

Many school districts found the costs to be overly exorbitant, causing parents to sue them and work their way through the local, state, and federal court circuits. Ultimately, school districts have typically lost, since even the court systems are sympathetic with parents who want to keep their children "local" and not sent away to boarding schools. Therefore, school districts have found ways to combine their programs at a few select schools: 1 elementary school, 1 middle school, and 1 high school are chosen to house the DHH program for each level of children. All the students in the district who qualify for DHH services are bussed to that 1 school for their entire time there. These three levels may be near to each other, or spread all across the district. Sometimes the school location might change from year to year, depending on many factors (including funding, # of students within that school's boundaries, placement of qualified teachers, etc.).

Question: And what about the quality of education now?

Answer: We're learning ASL...a bona fide language that has grammar, syntax, and a verified linguistic structure. It is it's own language and is not "based on English" or other spoken languages. It's most closely related to French Sign Language (LSF, ~40%-60%), but has since acquired signs and concepts from other signed languages in recent years.

Because many hearing parents don't have the time, talent, or ability to learn ASL fluently, they have decided that some of the Manually Coded English (MCE) systems are more appropriate for their child to receive instruction in, on a daily basis. Therefore, teachers and interpreters are supposed to only sign in, for example, "SEE1 or SEE2", both created systems that have no native users, but are based on substitution systems between ASL and English. Sometimes the individual signing systems don't care whether or not the chosen sign is conceptually accurate, makes sense, or is an actual ASL sign that native users know!

Deaf students are also being taught and signed to in manually coded systems that no other Deaf adults know or use regularly. Thus, when these Deaf students grow up and graduate, they are sorely disappointed that they've never signed "ASL", have never been fluent in an actual signed language, and will have to work doubly hard in college (and in the real world) to interact with and create a space for themselves in the American Deaf Community...which uses and values ASL above all other modes of communication!

(Think of Signed English or any other MCE as a code, like Braille or Morse Code. People know these systems and recognize them as mere substitutions for written English. The rules and grammar of English must be followed when using Braille or Morse, for other English-fluent speakers/readers to also understand Braille/Morse...but these systems can easily be coded for any other written language. ASL isn't a "code" for any other language. It's a full-fledge language in and of itself. Think about asking: "What does English stand for in Russian?" It doesn't. They're separate bona fide languages, period! And it's ridiculous to assume otherwise.)

And it's not the fault of parents, who are told that "Manually Coded English Systems are easier for you to learn, and then communicate with your own child!"...though such systems may or may not be easy for Deaf children to acquire.

That said, there has been a relatively recent influx of Deaf professionals from all walks of life. There are Deaf Lawyers, Doctors, Dentists, Nurses, Psychologists, Psychiatrists, Pharmacologists, etc. There are those who are Deaf and Blind and also working in many professional fields, thanks to the increase and training of skilled Tactile ASL-English Interpreters! And Deaf people can even be Interpreters, working with International Deaf immigrants, children with little-to-no formal language, mental health/medical situations where d/Deaf may be mentally altered and communicate in atypical ways (or cannot be understood by hearing interpreters where ASL is their 2nd language).

Deaf are Professors, Researchers, Construction Workers, Entrepreneurs, Actors, Musicians, Rappers, Tradespeople, Independent Contractors, Realtors, Travel Agents, Motocross Champions, Athletes, and in every other field out there! They are only held back by the quality and training of their interpreters and teachers.

American School for the Deaf (ASD), Hartford, CT [website] [Class]

St. John's School for the Deaf, St. Francis, WI [website]

St. Mary's School for the Deaf, Buffalo, NY [website]

St. Rita School for the Deaf, Cincinnati, OH [website]

The History of Deaf Education in America - Wikipedia [website] [Book]

The idea of Vocational Rehabilitation (VR) has been around since the end of World War I. But for the Deaf/HH it began with the Rehabilitation Act of 1965 (and then was reauthorized and updated multiple times, the biggest modifications in 1973). The goal was to assist those with disabilities by providing additional support in obtaining employment (and those who had lost employment to re-train and find new jobs).

The "Rehab Act of 1965" (as Deaf and Accessibility lawyers know it), expanded the idea of who qualified as "disabled", allowed Rehabilitation Counselors more leeway in serving people with vocational handicaps, and removed "economic need" as a criteria for receiving services.

The catch-22 was that many Deaf people did not see their deafness as a “disability”. Instead, they considered themselves a Cultural and Linguistic Minority in America! Sometimes they had to accept the double-edged sword that was their hearing loss and their cultural pride. VR monies were only given if they declared their disability and asked for help, which meant swallowing their cultural and linguistic pride on many occasions. This oppressive either/or decision (be "in the system" and forever perceived as impaired, broken, and inferior vs. being independent, proud, and self-deterministic) caused a lot of consternation for proud Deaf of Deaf (of Deaf...) families and those members who found true community, acceptance, and belonging in the American Deaf Community.

(It could also have led up to the turning of the tides and the loud/visible need to stand up and declare pride and independence during the Deaf President Now protest of 1988 at Gallaudet University!) —Musings by Bob.

If Deaf identified as "Disabled", they could receive accommodations under the law; be recognized as needing a more “level playing field”/entitled to support.

If they refused and were defiantly Deaf, they ran the risk of being seen as “unable” and “incompetent”, in need of help; to be pitied; considered inferior to “normal” people.

Question: What sort of perks do Deaf clients receive when signing up with DOR/VR services?

Answer: VR—supports pre-employment needs (1st time college/university [typically 4-yr degrees and sometimes Graduate/MA degrees if they're seen as "terminal" and necessary to work within a certain field], trade skills, job training, professional development, re-training, and remedial education), as well as interview skills/resumé building, and access to a whole host of networked job leads.

DOR/VR provides communication access and support for employers who might be hesitant to hire Deaf individuals due to the seeming "exorbitant costs" of hiring ASL-English Interpreters. Provision of interpreters for Interviews, On-the-Job Training (OJT), and regular staff meeting/in-services for a limited time (first 30 days, 60 days, 90 days, etc.) can help encourage employers to fully appreciate the positives of hiring Deaf/HH candidates as full-time employees. During the probationary periods, DOR/VR may continue to educate the employer about the eventual need to take over provision and payment of interpreting services for future staff meetings, annual trainings, all-hands events, etc., and recognize that in many cases, interpreters are not needed all day long for most Deaf/HH employees.

If laid off, fired, or promoted, DOR/VR can also provide "return to school" options for the rest of the VR client's life, including re-training and continuing education support, as needed.

Question: What are the downsides to Deaf/HH people signing up to work with DOR/VR for employment?

Answer: Being labeled as "deaf" or "hearing impaired" (which is the legal and medical term for someone who has issues hearing, regardless that "Deaf" is the culturally and politically correct term for the ASL-native/-fluent individual who is part of the American Deaf Community!); not being provided ASL-English Interpreters upon request; not being provided competent/qualified/certified ASL-English Interpreters upon request; forever being forgotten during verbal announcements, water-cooler discussions, office gossip, and general knowledge content that people overhear in the workplace; being seen as a budgetary constraint and burden, rather than as a productive and qualified employee.

Higher-level/professional positions where DHH employees may need "escort interpreters" or full-time "staff interpreters" may also be broached by DOR/VR early on during the interview and application process so that everyone is aware that the hiring and payment/support of the interpreter(s) is completely on the employer to provide, and such monies cannot be "deducted from" the hired employee's eventual salary.

Stating this doesn't always dissuade the business from trying to reduce the salary offered to a Deaf/HH consumer though...and sometimes DHH employees may find out later that they make considerably less than their hearing counterparts because they are undervalued by their company and/or part of their salary is being shunted off to the budget line item paying for ASL-English Interpreters!

THIS.IS.ILLEGAL. (The business probably won't admit to such shenanigans...but it happens, and can't be proven by most DHH employees.) :-(

They are more often overlooked for promotions (vertical or lateral), with job expectations and duties sometimes capped due to supervisor or manager unconscious bias assuming "deaf can't" rather than "Deaf Can (everything, except hear!)".

Question: Is that all for the negatives?

Answer: Some Deaf/HH people may already be "in the system" and receiving Social Security Disability Insurance (either because they were not employed after high school, or not connected to DOR/VR prior to graduation from high school). Receiving SSDI benefits requires that the person verify and attest that they cannot work full-time employment due to a life-activity-limiting disability, which is not always the case for DHH people. If the DHH person does work part-time, s/he/they must limit their income from such employment, as the additional income must be reported monthly. Too much income indicates that they CAN work and support themselves, which would reduce or remove their SSDI benefits. Too little income, and it may be impossible to support oneself in areas where the cost of living is much higher (CA, NY, WA, etc.)!

DHH people can easily fall through "cracks in the system" and get into downward-spiraling situations that don't allow for upward mobility, self-determination, gainful employment, or other independence options that many hearing/sighted people take for granted. (And there are the minority few who know how to "game the system"— staying pregnant, under-reporting earnings, working "under the table" for cash only, and not paying taxes, etc., just as there are in every culture and community! Those few give the rest a bad name and negative stereotypes!)

Question: Ultimately, why would a DHH person want to go through the Vocational Rehabilitation (VR) System in America?

Answer: For some DHH consumers, they may not have had adequate schooling K-12, so are delayed, compared to their hearing counterparts. This makes them much less marketable for subsistence-wage employment! Add on to the fact that they'll probably request interpreters for job interviews (tipping off to the employer the fact that they're "deaf" and in need of accommodations...and therefore being equated to $$$ paid up front as a loss!), and DHH applicants are pre-screened out of employment very quickly. This pre-screening and refusal to even see past a DHH applicant's "deafness" is a dirty-little-secret of many supervisors and lower-level managers who probably don't even know that what they're doing IS employment discrimination..."ILLEGAL".

Most DHH can never prove that they've been discriminated against, because they're never called back for an initial interview. Having DOR/VR services on their side means that the employers lined up to interview the DHH consumers already know (and are willing!) to provide a leg up and priority interviewing, training, and consideration for Deaf, Blind, multiply-disabled, and other-abled individuals. DOR/VR helps to level that employment landmine field which is difficult for hearing/sighted people to navigate!

DHH consumers working alongside DOR/VR services get to work with businesses who want them. The businesses get the perk of inclusion and diversity, while the DHH consumers get employment, benefits, job security, and will be working with co-workers and managers who understand them and their needs.

Other DHH consumers who are more savvy and bilingual/bicultural (or multilingual/multicultural!) may be able to positively leverage the DOR/VR system to their advantage! One friend of mine was able to go back to school to get her BA and MA in Counseling, since an MA is an entry-level degree for such a career! DOR in California paid for her 4 years of college, including books, fees, and even helped subsidize interpreters for the first few years! Then they continued to pay for the MA program she wanted (again including books, fees, and more specialized interpreters who had knowledge and experience with these upper-level post-graduate courses!).

She also needed a specialty and was able to do several workshops and "therapy" certificate programs during her MA studies (Marriage and Family Counseling Certification, EMDR Therapy, "Seeking Safety" Curriculum & Therapeutic Approaches, etc.). DOR paid for her to attend the entirety of these trainings AND helped to pay for her interpreters (since many of these workshops were hosted by private practice therapists who wouldn't be able to pay for a team of 2 interpreters for a 2-3 day conference, a 10-week all-day Saturday training course, or even an on-going 6-month "internship" and supervision course-study!).

DOR/VR set her up to not only get the foundational knowledge and specializations under her belt, she was also able to network and interact with her peers and colleagues, both in school/workshops, and in her region. This helped equip her to establish a network of referrals, trusted colleagues, and case-conferencing supervisory mentors who would be there in the long-term.

Question: Anything else?

Answer: One thing to consider is the idea that Abled and Disabled is not really the most politically correct (or accurate) perspective on the human life cycle and how illness/injury/health are manifest in everyone around us. Instead, some social justice writers and researchers are challenging those who work with and for the "disability field" to reframe the conversation to: Disabled and Not-Yet Disabled.

Afterall, everyone has some sort of ability AND disability when compared to other people. And if we all live long enough, the aging human condition is disability and breaking-down/infirmity. We are all on a trajectory towards "not being able" in our futures, if we're not already born with a disability.

Seeing that everyone will become disabled (or die), maybe the new lens is to increase focus towards Universal Design, more diverse and better inclusion efforts, and a recognition that providing for EVERYONE should really be the goal of social services, healthcare, and even employment!

Disability History - Disability Center, Colorado State University

California Department Of Rehabilitation (CA DOR)

Disability Language Style Guide - National Center on Disability and Journalism—This resource is for writers, but can apply to learning about more neutral and person-first language. Realize that "Deaf people" (those proud Deaf Americans who use ASL as their first language and see themselves as a cultural and linguistic minority in America) do not prefer person-first language, i.e. "person with deafness" or "person who is Deaf". They are fine with "Deaf Person", as long as "Deaf" is capitalized. Others may have different opinions, so it's always safest to ask first!

What are CODAs?

CODAs are Children Of Deaf Adults. They can be hearing, hard of hearing, or Deaf. But the main connecting characteristic is that they have the same experience of growing up in a household with one or both parents who are Deaf, and they have been required (or forced!) to act as the go-between for their parents when interfacing with the predominantly majority hearing world. CODAs describe themselves as standing in both the hearing and the Deaf world, yet still inhabiting a third world that is both hearing/Deaf, yet neither.

At very young ages (some at 3 or even 4 years old), many older CODAs may report having to interpret/explain things to their parents about what hearing people said, in effect being seen and treated as "interpreters" by both their parents and the hearing speaker. While the Deaf parent(s) might not intentionally force and expect their young child to provide 100% accurate and perfect interpretations/communication-facilitation, the child may perceive the emotional and psychological pressure to get the words and signs "just right", so that the parent(s) are not further embarrassed, judged inferior, or oppressively and callously dismissed. (This reaction by hearing people is still common!)

The CODA experience is borne of conflict—a love/hate relationship between demonstrating their love for a parent, and knowing that they are

Question: What's the typical defining trait of CODAs?

Answer: CODAs come from all walks of life. They may have one or both parents who are Deaf. One or both parent may sign, may attempt to use residual hearing supported by hearing aids/assistive devices, or may not sign at all. Sometimes one parent is Deaf and ASL is his/her primary language, while the other may be HH and prefers to speak and read lips for themselves.

CODAs also come from all Socioeconomic levels, though in the past (prior to the 1960s), many had parents who worked blue collar jobs, manual labor, and janitorial work. (Deaf people traditionally worked in factories, around loud machinery—which couldn't further injure their ears!—for the Post Office, the IRS, and other large manufacturing jobs across the country!) And they also come from all ethnicities and backgrounds, potentially bringing in trilingual and multilingual/multicultural communication needs and challenges with them to America.

Usually the oldest child was the most fluent (if the parent(s) signed). The oldest was the first to have to "help" their parents to interact and engage with the hearing world:

• answering phone calls;

• discussing with neighbors;

• making calls for doctor/dental/other appointments;

• communicating to school/teachers regarding the child's progress and needs during parent-teacher conferences;

• communicating for parents/guardians to their places of employment;

• "interpreting" for church services;

• "interpreting" for parent(s) to their respective family members (grandparents, aunts/uncles, cousins, etc.) during family reunions, holidays, and other get-togethers.

Question: Are CODAs more fluent than non-CODAs when it comes to interpreting and interpreters?

Answer: For CODAs who come from signing households (1 or both parents/guardians are native, fluent signers), their first language will be sign language. If the parents choose not to sign, instead using their voices/residual hearing, and reading lips, then the CODAs are considered non-signing CODAs.

Therefore this question can only be answered by looking at that subset of CODAs who had fluent ASL-signing parents/guardians, and were deliberately taught ASL from birth. The first-born/oldest, as stated in the previous question, usually was the most fluent in ASL if the parents used ASL regularly as the primary language in the home. The youngest might also be fluent, if there was a large gap between oldest and youngest.

In some families, everyone was fluent in ASL, and in some, none of the parents or children used sign language, and had a different experience growing up. The CODA experience is varied and multi-layered by ethnicity, country of origin, home/primary language, parental/guardian fluency in sign language, etc.

CODAs (because of their diverse backgrounds and exposure to fluent ASL) may have difficulties becoming professional ASL-English Interpreters. They inherently know the language, but most have not academically studied the linguistics of ASL, the process of interpreting between ASL and English, or professional standards/expectations for ASL-English Interpreters. This means that in many general settings, CODAs can proficiently interpret, but may not be aware of all of the professional, ethical, and legal ramifications of their actions.

(Compare this to someone who says: "My mother was a lawyer and my father was a librarian. I'm fine representing myself in court...and finding all of my own research at the local law library!" Parental employment and language abilities typically have no actual professional bearing up on their child's professional employment ability.)

CODAs who have gone on to be seen as leaders in the field have put in extra effort to educate themselves (ASL, Comparative Linguistics, Interpreting, post-graduate research and degrees, etc.). They work to hone their knowledge of English and hearing American culture, since they might not have grown up with role models who were fluent in such content.

Summary - being a CODA in and of itself doesn't confer special language or interpretation powers upon anyone (just like being a child whose parents are Chinese or Russian or Afghani). Though when certain situations come up that a Chinese or Russian or Afghani national would have experience with, that child would certainly have more insight, experience, and intuitive knowledge. CODAs might have varying levels of intuition and experiential knowledge...but that doesn't always translate over to success, masterful fluency, or professional ethics.

Question: How does the CODA experience differ from hearing 1st-generation-born children of immigrants from other countries?

Answer: The CODA experience is sometimes compared to that of immigrants to America, with newborn American children (1st generation) learning English and having to "broker" the American world with their non-American/non-English speaking/reading parents. To some extent, the internal struggle to communicate for their parents, to explain the majority culture world, and to feel stuck in-between cultures/worlds is similar.

CODAs have it differently as their own parents may well be isolated within their own families—siblings and [grand]parents might not have ever learned enough ASL to fluently hold adult, complex conversations with their Deaf child! Now these Deaf individuals have their own children and may expect that their children will sign with them.

The Deaf parents'/guardians' all-encompassing life-long isolation from hearing society and from their own hearing families may be a huge impetus for them to unintentionally rely on their hearing children to interpret for them: at Doctor's offices, Dentist's Offices, parent-teacher conferences, church services, banks, and other situations. (This happened a lot more prior to the '90s, and the passage of the Americans with Disabilities Act, but may still happen around the country.) And the children, many times, may volunteer to "clarify" or "help".

Just like Doctors and other professionals are cautioned and explicitly forbidden from providing professional services to their family members and children, interpreters should similarly be forewarned about potential and real conflicts of interest. CODAs may be put in situations where they are unaware of "conflicts" and "ethics"...and their only concern is that their parents/guardians have access and are understood by others.

In Summary...

CODAs are people of varying talents and abilities. Assuming that "having Deaf parents must have been wonderful" and that all CODAs are "amazing interpreters" just isn't the case for every CODA. A small minority have worked hard to distinguish themselves as honored and respected professionals in their field. Most can function in general settings, but not fully understand all of the ethical and professional ramifications that they may incur if they interpret incorrectly. A few have stood-out amongst the crowds and distinguished themselves professionally and culturally, bridging hearing and Deaf communities through stellar interpretations, honored legacies, and increased academic rigor and research. All CODAs bring something intuitive, cross-cultural, and unique to the interpretation process.

As adults, they may choose to go into ASL-English Interpretation as a career. As children, they should be allowed to enjoy their childhoods, without the added burden of feeling responsible for their parents'/guardians' communication, comprehension, and access. (No child should ever be forced—or feel pressured—to "interpret"/"explain" or otherwise act as a linguistic go-between for their parents/guardians!)

CODA (Wikipedia Information)

CODA International - *THE* website for Children Of Deaf Adults, International

CODA Brothers (YouTube Channel)

CODA Brothers (website)

CODA (movie short, Omeletto)

Not every d/Deaf person learns to sign (only). Many have had experiences with alternative means of communicating, especially at young ages. Parents who are hearing may not be ready to take ASL classes (or any types of signed language systems) when they find out their child is deaf. They may be caught in the grieving process—especially the denial stage—for years, if not decades! And some will hold out for that magical technology that will some how, some way, make their child "hearing" again, just like they dreamed when pregnant and expecting their "perfect child".

The fact that they're unwilling to accept is that once hearing has been "lost", so far science has been unable to restore it back to "what it was"/"normal". Those who are slowly losing their hearing also go through these stages of grief (Elisabeth Kubler-Ross's Stages of Grief).

Question: So what are some other methods that parents, Teachers of the Deaf, school systems, schools for the deaf, audiologists, and speech language pathologists use to communicate with the d/Deaf?

Answer: Oral Method (typical statistic that has been quoted for decades is that when reading lips = ~30% effective!). This is due to research which indicates between 30%-40% of English sounds and phonemes are "visible" on the lips. The rest of the vowels and consonants occur on the tongue or are produced in the back of the throat/inside of the mouth, and either easily confused with other visible productions (F/V, buh/puh/muh, etc.). CDC report indicating ~40%. This method insists on NO signing, as these proponents believe that signing will cause the child to no longer attend to reading lips or using his/her residual hearing.

Sadly, oralism became the "method du jour" in 1880, when the Conference of Milan—an "international" meeting of educators of the Deaf gathered in Milan, Italy. Notably, British, French, German, Italian, and other European educators (all hearing!) attended. Even Alexander Graham Bell, a noted oralism proponent went. From America, Laurent Clerc and Gallaudet went to support sign language and other manual/gestural methods of education. These mostly hearing educators almost-unanimously voted that global deaf education should only be oral-aural (lipreading and use of residual hearing to speak), NO signing.

Rochester Method - fingerspelling EVERYTHING! There were only 2 signs allowed (which were invented by Signed English): “and” & “the”. Otherwise everything was fingerspelled and mouthed clearly. Users of the Rochester Method were encouraged to lipread and speak as much as possible while also fingerspelling.

Hearing Aids

Body aids (mostly obsolete in America) - useful for younger children, since the body harness supported and held the larger processing equipment, protecting it from damage. Development in technology has allowed for the miniaturization of equipment and reduction in price too. Other countries may still use this type of older technology, though younger deaf American children with other disorders and mobility issues may need a body aid.

Behind The Ear [BTE] - The most common type with three parts:

• The mold which fits into the outer ear canal

• The "Behind The Ear" processor

• The Tube connecting the Mold to the Processor

BTE hearing aids are very powerful and can help in boosting external noises for those with mild to profound hearing losses. Because of the three separate parts, this can be a cheaper option (with replacement parts being more affordable). Though getting molds that fit correctly in the ear canal, and block out external sounds, may be difficult, especially for children whose ears and heads are still growing. The common "EEEEE" whine/feedback you might notice usually comes from BTE-style hearing aids.

In The Ear [ITE] - Another familiar type which looks like a spy's "earpiece", with the majority of the hearing aid seated into the outer ear canal, barely showing. The power of this type is only able to help boost for those with mild to moderate hearing losses. Though newer technology is always being invented and incorporated!

Bluetooth technology has also now allowed for much more personalized and adjustable hearing options for those who may be losing their hearing due to old age (presbycusis), or those who have a sudden hearing loss (adventitious - CDC website on hearing loss).

And there are apps for that! With Bluetooth-enabled hearing aids, you can pair your aids to your smart phone and adjust frequency settings, create profiles and settings for a variety of situations (large gatherings, noisy acoustics/echoes, quiet settings, etc.). Bluetooth-enable hearing aids can run several thousand dollars EACH!

Cochlear Implants (mono, bilateral) - bypassing the outer and middle ear, this technology is surgically implanted into the cochlea, an inner ear structure that connects directly to the auditory/listening nerve. A wire filament is threaded throughout the cochlea, destroying whatever residual natural hearing the patient might have had, but directly stimulating hair cilia that connect to the auditory nerve. An external portion, with a magnet, is worn on the outside of the skull, to send signals to the implant. This external portion connects to a processor which listens (microphone) to external noises, analyzes them and transmits them to the implant in the inner ear.

People had received CIs in their "bad ear" when the technology first appeared in the '70s and '80s, but many surgeons have since gone on to do bilateral implantation (both inner ears/cochleas)! Some d/Deaf have chosen the CI in later life. Some have been implanted by parental choice, as young as 1 year old, and younger!

Cochlear Implants are a controversial subject to Deaf Americans (who use and value ASL), who see CIs as a way of making Deaf people "hearing". One of the huge requirements of receiving a CI is that the recipient must agree to extensive and laborious "listening" therapy (which may also include speech therapy and speech language pathology (SLP) services).

Children born deaf, but implanted later in life (after the first 5 years of their precious "language acquisition period" has passed) may have more difficulties in adequate success with CIs, both hearing, recognizing sounds, and being able to then utilize spoken English well enough for daily use.

Adults who have lost hearing and then get CIs will have to re-train their brains that the "electronic clicks, beeps, static, etc,." are natural environmental noises, speech, music, etc., and re-learn to hear in a different way.

FYI: CIs are delicate equipment, both the external/magnet processor and the internal implanted portion. They can break easily. And at over $100K per implant, not including the costs for speech therapy and Implant Processor programming, this is not a cheap "solution". Implantees must also avoid metal detectors, CAT Scans/MRIs, large magnets, water (even sweat!), contact sports, and even static electricity...all of which can damage the implant, the processor, or both. And chances of infection, or even rejection, have occurred for implantees, sometimes requiring re-implantation (opening up someone's skull again, and cutting into their brain).

When a cochlear-implanted person showers, swims, sleeps, plays contact sports, is near large magnetic sources, or goes through metal detectors and takes off their outer processor, THEY.ARE.DEAF. If their processor breaks or their batteries die...THEY.ARE.DEAF. Parents of young implanted children forget that all of the activities above still need communication strategies (i.e. SIGN LANGUAGE!!!) when the child can't make use of his/her CI. Yet they focus so completely on listening, lipreading, and speaking English. *SMDH*

There are also a handful of Weird inventions that you may have seen on social media or gaining traction in mainstream news outlets:

Signing gloves (1 way only communication!). While they might be able to somewhat "translate" someone's signs to written/spoken English, what about the other half of the conversation? What about someone then responding to the Deaf person wearing these gloves? Signing Gloves only solve ½ of the communication equation! (Even if a hearing person wore the gloves, they probably don't know ASL, so their hand movements would bear no useful "communicative fruit" to the Deaf person awaiting a response.)

Robots that sign - In Spain, robot arms have been taught their ABCs and some "around the house" signs. Ummm, this is the other ½ of the communication equation...but then how do the robot arms understand someone signing to them? They don't. They are one-way communicators, and very limited in vocabulary at that!

Apps that sign - Maybe you've tried https://ASLPro.cc as a sign language dictionary or https://asl.ms for fingerspelling? Again, they're only a 1-way communication solution where you, the user, is required to provide either the English concept for which you're needing the ASL sign. Or you're typing in the English word and you see the words being "fingerspelled" to you.

Both are useful, though on a flat computer monitor or smart phone/tablet, the video is still out of context, 2-Dimensional (3D if you include "time"), and frozen with only one sample that doesn't include the wide diversity of skin-tones, ethnicities, genders, and a million other idiosyncrasies you'll encounter with "real live signers".

Online dictionaries - Similarly to the apps and other computerized options above, online dictionaries are static and rarely "in context". And if you don't know a sign that you've seen someone use, how do you search for it in an online dictionary??? You really can't!

There is an American Sign Language Handshape Dictionary (book) that has sign concepts organized by Handshape, which may be helpful sometimes. You caught a sign with an Index HS, or a 5 HS...you can then search through the book for all signs that use the Index/pointer finger, or the 5-CLassifier.

In Summary

Ultimately, ASL is a bona fide language that grows, changes, evolves. It has a vibrant and active community of users (within America and in other locations around the world) who are constantly discussing old signs, new signs, and new concepts that need new signs! These users are looking to other countries, and to other users in far-distance communities to create and meld sign language concepts to fit their needs. They make the language work for themselves!

Deaf people are the keepers and teachers of "native/fluent ASL", though they may not always be the most knowledge about the grammatical labels, syntax, and discourse markers of ASL. Some (hearing and Deaf) have done extensive research and post-graduate work to compare, analyze, and delve into historical ASL usage, current colloquial ASL usage, idiomatic phrasing, and regional variations around America, all for the sake of codifying and verifying the uniqueness of signed languages as authentic and natural/native.

Still, they "get it" when they see other native/fluent users of ASL (just as you would comprehend other native/fluent users of English or Spanish, or whatever spoken language is your first language!).

Looking for "alternatives to ASL" for Deaf people would make absolutely no sense for any other spoken language in the world!

"I know that learning Chinese is hard...so I'll just create another way to speak Chinese, borrowing some words, but using my own letters and sentence structure." Anyone trying to do this would be laughed out of any native-Chinese community and vilified. Yet hearing people in America have done just that...expected whole generations of Deaf Children to "learn these systems" and modes (with the help of current and cutting-edge technology) to just hear and speak English better!

Doesn't it seem as though there's a lot of desperation and denial into allowing Deaf people their own self-determination in what is normal, natural, and possible for themselves? Hearing parents may mean well. But their intentions ignore the facts of their overwhelming impacts (to a child's development and education, to a community's growth and success!): oppressing and denying natural signed language to someone who can only access visual/gestural language could be considered communication abuse. It is tantamount to language deprivation and neglect. And it is the worst form of audism: Hearing people know best about what anyone else needs, even if they can't hear! Oh, and English is the best too! Sign Language is a code; it's grunting and pointing; it's inferior to spoken and written languages.)

P.S. Most children who are implanted {cochlear implant] end up giving up on using the implant as they get older and more educated. As college students who may choose to attend Gallaudet University or other colleges with large Deaf/signing populations, they realize that ASL is more efficient and a lot less work to communicate and interact with other Deaf people. They would be considered "implant failures" by many doctors, speech pathologists, and audiologists.

Milan Conference - 2nd International Congress of Education of the Deaf

2011 Lipreading Study - all hearing participants (spoiler: the average subject got 12.4% of the content correct, with 2 subjects scoring 30% correct [much higher than the mean!])

"Oxford AI Outperforms Humans", NewAtlas.com (References previous Oxford study where "hearing-impaired" catch 52.3% of lipread words, while Georgia Tech cites 30% of English is visible on the lips)

"Lipreading Is No Simple Task" - Huffington Post (great video example that you can use to test yourself!)

Rochester Method of Communicating for the deaf (Lifeprint.com)

"Sound and Fury" - Cochlear Implant documentary - 2 families discuss and consider giving their young children cochlear implants. There's also a "Sound and Fury 2" that catches up with these families several years later. Look for that if you want an eye-opening retrospective and conclusion.

WHO and WHERE?

• DeafBlind does not mean fully Deaf and fully Blind. There are many gradations, combinations, and causations for both sensory losses. There is a huge spectrum and diversity, making every individual unique in the way they sense and interact with the outside world.

• DeafBlind are their own cultural and linguistic community (originally fostered and supported by the sign-language-using Deaf Community).

• DeafBlind is no longer hyphenated (Deaf-Blind), but joined, with both Deaf and Blind being capitalized to focus on the combination of both Communities from which these individuals identify and support.

• DeafBlind is the current “acceptable” name. Note how Deaf and Blind are both capitalized, indicating two different cultures/cultural perspectives brought together inside one individual.

• DeafBlind have been largely ignored as a community, in America and especially in other countries where even Deaf individuals are still fighting for recognition and equality.

There are 3 Large DeafBlind Communities in the U.S.:

1. Seattle, WA

2. Louisiana, LA

3. Washington, D.C., MD, VA (Tri-State area)

—

*New York City and Sands Point, NY (Long Island) have communities of DeafBlind individuals, since the Helen Keller National Center is in Sands Point.

**There has been an influx of DeafBlind members moving to Monmouth, Oregon, near Western Oregon University’s campus, due to the awarding of a Federal Grant (2015-2020) which focused on Pro-Tactile ASL (PTASL), DeafBlind Educators, and providing training for Interpreters who work with DB individuals.

WHAT and HOW?

DeafBlindness has multiple etiologies (causes)

Genetics (Congenital Etiologies)

• Usher Syndrome – Type 1 (Born deaf, become blind later in life [after 10yo, usually])

• Usher Syndrome – Type 2 (Born hard of hearing, become more deaf and blind later in life)

• Usher Syndrome – Type 3 (Born sighted and hearing, become more deaf and blind later)

Diagnosis of “Usher Syndrome” depends on the varying degrees to which the senses of hearing, vision, and balance are negatively affected. NIDCD-National Institute of Health - Usher Syndrome (webpage)

• Retinitis Pigmentosa

Wikipedia - Retinitis Pigmentosa (webpage)

Illnesses (Adventitious Etiologies)

• Retinal Detachment

• Macular Degeneration (National Institutes of Health, webpage) (though newer research points to genetic causes for over 50% of cases)

More information about Age-related Macular Degeneration (webpage)

• Cataracts

• Severe Head Trauma

Communication Strategies

• Tactile ASL – 1-Handed, 2-Handed

  • The DB person will place their hand(s) on the hand(s) of the interpreter/signer to "feel the signs" and movements in the signing space. 2-Handed signing requires that the DB person and the interpreter/signer sit face-to-face (usually with knees interlocked), which can be heavy on each person's shoulders/back over time. 1-Handed signing allows the DB person and the interpreter/signer to sit side-by-side (or slightly angled towards each other 90-degrees. Again, the DB person will put their preferred hand (dominant) on top of the interpreter's/signer's nearest hand and "feel" the signs.

  • When the DB person wants to communicate s/he/they will remove their hands and regularly sign in their normal signing space.

• Fingerspelling – Rochester Method

  • The interpreter/signer will fingerspell every word (in English word order), while the DB person places both hands around the fingerspelling hand—also called a "bird's nest" technique—to catch the movements and different letter shapes. More fluent DB people can use 1 hand on top of the interpreter's/signer's hand.

• Tracking

  • The DB person who has limited or reduced/low vision will sit, facing the interpreter/signer, lightly holding both of the signing wrists in their hands. This allows the DB person to constrict the signing space of the interpreter/signer into those useful areas of their visual field(s). The DB individual can also feel the general movement and locations of signs to help deduce what signs are being produced.

  • When the DB person wants to communicate s/he/they will remove their hands and regularly sign in their normal signing space.

• Close Vision (reduced signing space)

  • The DB individual may sit/stand, facing the interpreter/signer (~1 to 4 feet). Due to the DB person's reduced visual field(s), acuity, and clarity (or lighting/shadows in the room), they may only have useful vision at very close ranges.

  • The interpreter/signer will have to limit their signing space to a much more space-restricted signing "box", perhaps a little below their chin, up to their eyebrows, and a few inches to either side of their face. Certain signs and fingerspelling will have to be altered, especially if the signs are anchored to specific locations on the face, body, or elsewhere. Signing speed may need to be reduced and content summarized/altered to adequately provide a clear and concise interpretation, without degrading comprehension and detail.

• Far Vision (average-to-larger signing space)

  • The DB individual may sit/stand, facing the interpreter/signer (10 to 20+ feet away). Due to the DB person's reduced visual field(s) and clarity (or lighting/shadows in the room), they may only have useful tunnel/central vision at farther-than-normal ranges. Seeing someone so far away may allow them to capture the full signing space with more clarity and comprehension.

  • The interpreter/signer will NOT have to limit their signing space, though certain signs and fingerspelling will have to be altered/exaggerated. Natural mouthing and Non-Manual Mouth Morpheme Signals (NMMSs) may need to be exaggerated and more pronounced to be seen from a distance. Signing speed may need to be slightly altered/reduced and content summarized/altered to adequately provide a clear and concise interpretation, without degrading comprehension and detail.

  • Try using a toilet paper or paper towel tube to look at your TV or computer screen up close (a slightly-closed fist will work too!). Now move away and focus on something farther away (a picture or the entire TV/computer screen). Up close, you may get the fine detail, but farther away, you get the bigger picture.

• Braille – encoded English, letter-by-letter as a 6-dot “cell”. For more information: The History of Braille (Brailleworks.com, webpage). Braille is widely learned and used by hearing people who are blind or have lost useful vision. Since it's a code for spoken/written languages (letter-by-letter), as long as someone is literate/fluent, s/he/they can easily learn Braille.

  • Some DB learn Braille (especially those who have lost all of their functional vision), though many may not...just yet. Since they may have functional vision, large print and magnifiers/apps/Closed Circuit TV devices satisfy their reading needs.

  • If anyone lives long enough, their hearing and sight will eventually fail (presbycusis and presbyopia). Learning Braille—visually or tactually—is always a good skill!

• Haptics

  • "Haptics is a standardized system for providing and or receiving visual and environmental information as well as social feedback via touch signals on the body."

  • Typical locations for receiving haptic signals: upper back, shoulder, lower arm, back of hand/wrist, palm of hand, lower thigh

  • Center on Technology and Disability (CTD) - Haptics (Video, 7:41)

• Pro-Tactile ASL

  • Building on Tactile ASL, Pro-Tactile ASL (PTASL) has been formally recognized as a distinct and separate language from visual ASL used by sighted Deaf Americans. PTASL includes cultural and philosophical approaches grounded in touch (and independent of sight and sound). Additionally, it is a growing language with a small core group of users, but is changing as more and more DeafBlind TASL users become acquainted with it and add to the vocabulary and acceptable linguistic practices.

  • In the early 2000s, founders Jelica Nuccio (yuh-LEET-zuh NEW-tsee-oh) and aj granda (prefers their name be lowercase) had tossed around the idea that DeafBlind people who have used TASL for decades, if not centuries, have always made linguistic "adjustments" in space, touch, and approach when communicating with each other. They began to map out and compare TASL with ASL and other spoken/written languages. Others assisted with comparative linguistic research and field interviews.

Additional Considerations

In all cases, when working with DeafBlind individuals, the interpreter/signer should be aware of their clothing, hygiene, lighting, shadows, and placement.

Clothing

• Wear clothing that is solid (no rips/tears, writing, pictures, designs, etc.), non-glaring/-shiny, and is high-collared and long-sleeved shirt to provide the most contrast between their skin and signs.

Hygiene

• DB individuals deserve an interpreter/signer who is professional, well-groomed, and follows increased general hygiene standards—especially washing hands and face, brushing teeth, wearing no-scent anti-perspirant/deodorants, avoiding strong odors (coffee, cigarette smoke, perfumes/colognes, etc.), and keeping one's hair out of the face/signing area. Some DB people will have heightened senses of smell and taste. So unwashed bodies/hair/clothing, messy hygiene standards, strong food options (garlic, spices, etc.), and dirty hands/fingernails will be easily noticed.

*With their hands touching the interpreter/signer (and vice-versa), having good hand-washing hygiene is especially important!

Accessories

• Earrings, rings, necklaces, bracelets, even watches should be low-key and unobtrusive. Overly shiny jewelry in the signing visual field can be distracting from the "message" that is being signed. Reducing any sources of distraction is a best practice. (If in doubt, remove most jewelry, watches, rings, earrings, and necklaces. You wouldn't want any of them to get caught by the DB person's hands/fingers, or their jewelry. You definitely don't want an earring accidentally torn out either!)

Lighting, Shadows, and Placement (of everyone!)

• A DB person's useful sight/hearing may wax and wane throughout the day. They may be overly sensitive to certain frequencies of sound or types of lighting.

• If they have residual hearing and use assistive listening devices (hearing aids, Bluetooth receivers, FM Loop systems, cochlear implants, etc.) they will need to make sure they are tuned to the correct channel or inside the room's FM radio loop-coil boundary. They may prefer to speak for themselves or sign and have someone voice into English their comments. (The interpreter/signer should be prepared to voice for the DB individual, making use of microphones or speaking loudly enough so everyone can hear the DB person's comments.)

• Lighting on the interpreter/signer should be natural, bright (yet diffuse), and be focused on the signing space: upper torso, face, hands, and chin. Never sit with a light source (including windows, open doorways, or other distracting backgrounds) if the DB individual has useful vision and needs to see the interpreter's/signer's signs.

• A portable backdrop/curtain that can be moved and adjusted is always a welcome item to have ready. This will help cut down on shadows and glares from background sources. Being outside can also pose its own issues, so be cognizant of all of the factors that may interfere with clear reception of signs, facial expressions, body language, mouth movements, and use of signing space.

• Asking the DB individual what lighting, background, and placement work best for them is always a smart starting point. Continue to inquire throughout. Adjustments can always be made during the session/meeting/event.

• Having non-fixed, moveable chairs, pillows/cushions, and even foot stools and adjustable/moveable tables work best with a room full of DB individuals. Since every person will have their own unique needs, placement, and accommodations for their interpreter/signer (or team of interpreters/signers!), fixed seats—like in movie theaters, cafeterias, and college classrooms—are barriers for DB individuals.

Helen Keller - Most likely this is the first thought you have when "Deaf and Blind" is mentioned—Helen Keller—the eponymous poster child for DeafBlindness throughout the years! She overcame amazing obstacles, thanks to her family and Anne Sullivan. But she didn't know ASL or many signs. Her main communication strategy was Fingerspelling into her hands and [3:08, YouTube]

The Braille Institute (website)

TedTalk - "DeafBlind: Blind But Not Blind", JennyLynn Dietrich [12:46 YouTube Video]

"Welcome to Pro-Tactile The DeafBlind Way" - Vlog #1 with English transcript, aj granda and Jelica Nuccio [9:43, scroll to bottom]

"Pro Tactile ASL for DeafBlind children" - [2:09, YouTube]

What about SSPs?

A Support Service Provider (SSPS) or Intervenor (Canadian/European terminology) provides different services than an Interpreter: Guiding, Describing, Transporting, Reading, assisting with Guide Animal.

➢ The SSP may be required to drive the DB Consumer from place to place (picking her up from her home, taking her to the organization meeting, and then returning her home).

➢ The SSP may guide the DB Consumer through the environment and help him find his seat during an appointment or event.

➢ The SSP may describe the environment, the items on the menu, or the items on the shelf at a store.

➢ The SSP may meet the DB Consumer at her home to read e/mail, communicate voicemails, etc. to her.

➢ The SSP may need to take the DB Consumer’s Guide Animal outside for bathrooming/walking.

Newer terminology is now calling this position a Co-Navigator, or CN. This change in terminology recognizes the independence and self-determination of each DB individual. The Co-Navigator demonstrates their allyship/solidarity by navigating “alongside” and with the DB individual, with the DB individual acting as the “driver” and decision-maker.

*Many DeafBlind (of older generations, above 30-40) may still use older terms like SSP when mentioning this job position.

Implications for ASL/English Interpreters?

Depending on the degree of visual loss and hearing loss, you will need to adjust your communication styles to match.

***The DeafBlind Consumer is ALWAYS THE MOST knowledgeable about what communication approaches/room setups/Interpreter Attire/Background/Lighting are most appropriate for him/her. Allow the DB Consumer to guide you. Check-in regularly for comprehension, clarity, and fatigue.

You ARE the Eyes, Ears, and other sense of the DB Consumer. But don’t be surprised when the DB Consumer is more attuned to their environment than you are! S/he may catch onto scents, lighting fluctuations, vibrations/noise, (and even air pressure!) before you do.

DB Interpreting requires knowledge of ASL, Signed English, Fingerspelling, reading lips, speaking-over/repeating what the DB Consumer voices, variant forms of signing/gesturing, typing/keyboarding skills, and FLEXIBILITY!!!

Work in teams!

If the DB Consumer wants Tactile ASL (TASL) – where their hands (one or both) are on top of yours as the interpreter, you will become fatigued more quickly than non-TASL Interpreting. Additionally, adding in visual information, placement of individuals, and who is speaking/interacting EVERY time also can be taxing on the interpreting process.

Relieve each other often/take turns more frequently

You will appreciate it. Your team interpreter will appreciate it. The DB Consumer will appreciate it.

Deaf-Blind Training, Interpreting, and Professional Development

DBI – DeafBlind Interpreting (National Training and Resource Center)

National Interpreter Education Center (NIEC) – DeafBlind Interpreting page

DeafBlind Citizens in Action (Facebook Group)

Southern California Association of DeafBlind (Facebook Group)

Helen Keller National Center (webpage)

"Feeling Through" (Movie Short, DeafBlind Actor)

National Deaf-Blind Equipment Distribution Program (NDBEDP) (FCC.gov)

"Meet The Deaf-Blind Lawyer Fighting For People With Disabilities" (Haben Girma, YouTube video, [04:52]) - former attorney with White House, under Obama

ABC/Number Stories in ASL

Creative stories in ASL that utilize specific handshapes (Classifiers), whether they be letters or numbers, to constrain the possible sign choices of the "storyteller". Fluency and skill in ASL are required—a depth of vocabulary, a breadth of visual "puns", iconic/gestural content, body language, surrogation (taking on the characteristics and style of people, animals, objects), and humor are typically embedded within ABC/Number Stories.

Typical Rules include:

• A range of letters and/or #s without repeating or skipping (though sometimes going forward through the range, then back again, is a creative iteration on just starting at A and ending at Z, or 1-9)

• Supporting body language, facial expressions, and surrogation/depiction/characterization (acting "like" someone or something)

• Creating a clear story (even if it's far-fetched, unbelievable, or breaks real-world rules!).

At Schools for the Deaf, upperclass students passed down ASL ABC/Number Stories to younger students. Some stories were frozen, retaining the exact same handshapes, rhythm, ABC/# order, characterization, and storyline. Other stories might be riffs off of "famous" stories that had been told and passed down since time immemorial. And still others might just be silly or juvenile attempts to entertain and push the boundaries of linguistic rules and possibilities.

Note that even stories constrained by a single handshape are possible in ASL, depending on the masterful creativity of the storyteller. Those storytellers who were adept at fashioning entertaining and witty confabulations in ASL were honored and esteemed within their classes and schools!

Even at Deaf Clubs, certain members were known for their tall tales and amazing ASL ABC/# Stories, being asked again and again to entertain the membership with old tales, new creations, and fun pokes at themselves or others in the community.

Try your hand at creating an ASL ABC/# Story (pick a letter handshape or a number!) and try to string together a sentence or two.

Ex. Index-Finger:

• Upright = person standing or moving, "I/me"

• Horizontal = pointing/gesturing at someone in the distance/signing space

• Down = indicating the floor, the ground, the legs/feet

• Specific pointing = To head/other body parts

• 2 Hands = describing movement of each leg (walking gingerly/carefully/timidly)

Alternatively, you can think about all the signs you might know that use the Index finger/Classifier:

• 1 (or D)

• PERSON

• I, YOU, S/HE/IT, WE, THEY

• EYES/Body Parts (point to them)

• THINK

• HERE

• over-THERE

• LEGS (2H)

• MOUSE

• LONG

• BLACK

• PAIN/HURT (2H)

• SHOW

• "cut throat"/RISKY/DANGEROUS

• HEAR

• SAY/TELL-to-____

• HEARING

• DEAF

• "pick your nose"

• etc.

Then, can you make a story out of these signs? Or even create a few related sentences? Try! (And use the stories below for some inspiration.)