4. To identify the unique life experiences Deaf interpreters have that make them well suited to interpret. 5. To be able to justify the need for Deaf interpreters to be certified. 6. To be able to identify the different certifications for Deaf and hearing interpreters. Unit 1 References Bentley-Sassaman, J. (2010). Experiences and training needs of Deaf and hearing interpreter teams. (Unpublished doctoral dissertation). Walden University, Minneapolis, MN. Retrieved from Bienvenu, M., & B. Colonomos (1992). Relay interpreting in the 90′s. In L. Swabey (Ed.), Proceedings from Eighth National Convention of the Conference of Interpreter Trainers: The Challenge of the 90′s: New Standards in Interpreter Education (pp. 69-80). Pomona, CA: Conference of Interpreter Trainers. Retrieved from Burns, T. J. (1999). Who needs a Deaf interpreter? I do!. RID VIEWS, 16(10), 7. Cerney, B. (2004). Relayed interpretation from English to American Sign Language via a hearing and a deaf interpreter. (Unpublished doctoral dissertation). Union Institute and University, Cincinnati, OH. Forestal, E. (2005). The emerging professionals: Deaf Interpreters and their views and experiences on training. In M. Marschark, R. Peterson, & E. A. Winston (Eds.), Sign language interpreting and interpreter education: Directions for research and practice (pp. 235-258). New York, NY: Oxford University Press. Registry of Interpreters for the Deaf, Inc. (2012a) About RID: Overview. Retrieved from Registry of Interpreters for the Deaf, Inc. (2012b). Types of certifications. Retrived from Ressler, C. (1999). A comparative analysis of a direct interpretation and an intermediary interpretation in American Sign Language. Journal of Interpretation, 71-97. Skaggs v. State, 108 IND. 53, 8 N.E. 695 (1886). Unit 1 Suggested Resources American Association of the Deaf-Blind. (2009, February 11). How do Deaf-Blind people communicate?. Retrieved from . Collins, S. & Roth, H. P. (1992). Deaf Interpreters, TBC News, 49, 1. Retrieved from: . Lapiak, J. (1996-2012). ASL for: mirror-interpreter. Retrieved from .
● Students understand the myriad of factors that impact mental health interpreting (e.g. race, ethnicity, cultural orientation of interlocutors, language, dynamic of power and prestige between interlocutors, personal filters, etc.). 6. Legal Settings ● Students have a general understanding of the specialty field of legal interpreting. ● Students understand general best practices in interpreting in legal settings. ● Students understand the various types of interpreting settings legal settings (e.g. attorney/client interactions, interactions with law enforcement officials, courtroom proceedings etc.). ● Students understand how statutory authority impacts retaining interpreters in legal settings. ● Students understand the legal ramifications of providing interpreting services in legal settings. ● Students understand the myriad of factors that impact legal interpreting (e.g. race, ethnicity, cultural orientation of interlocutors, language, dynamic of power and prestige between interlocutors, personal filters, etc.). 7. Public Events and Public Access ● Students have a general understanding of the Americans with Disabilities Act. ● Students have an understanding of which access services are required by the Americans with Disabilities Act. 8. National/International Interpreting and/or Deaf-Centered Conferences ● Students have a general awareness of the purposes and of the major national and international organizations of/by Deaf people and interpreters. ● Students have a general awareness of the how meetings, workshops, trainings, and business operations are conducted at national/international events host by these organizations. Unit 3 Goals for Various Settings Section