SEATTLE CENTRAL COMMUNITY COLLEGE
Division of Health and Human Services
Course Syllabus – Fall 2009
September 30 – December 17, 2009
Course Title: Introduction to Deaf-Blind Interpreting, ITP 119
Credits: 4
Class Hours: Mondays and Wednesdays
ITP 119-01: 9AM-10:50AM; ITP 119-02 1:30-3:20PM
Classroom: BE#4138
Instructor: aj Granda and Bruce Visser
Office: TBA
Hours: Please make an appointment.
Email: agranda@sccd.ctc.edu and bvisser@sccd.ctc.edu
VideoPhone:
Prerequisites: To be eligible for ITP 119, you must meet one of the following conditions:
Course Description: This course focuses on the specialist skills needed for Deaf-Blind interpreting. Cultural norms and etiquette, tactile modifications of ASL, commonly used communication modes, interpreting visual information, and environmental consideration for the interpreter are emphasized through interactive instruction, simulations, guided interpreting practice, blindfold experiences, and guest presentations by Deaf-Blind people.
Course Purpose and Program Outcomes: The purpose of this course is to prepare students with essential skills needed for Deaf-Blind interpreting and to develop competency and versatility in a variety of communication modes.
Instructor’s Educational Philosophy: The instructors are committed to a nurturing classroom where students can feel comfortable during the awkward stages of new skill development. The instructors place special emphasis on analytical skills, cultural respect, curiosity, self-discoveries, excitement and zest for learning.
Student Outcomes/Competencies: By the end of the course students will have basic level competencies:
1. Demonstrate techniques and versatility in the communication modes common to Deaf-Blind people: tactile, tracking, distance tunnel and close visual, and oral.
2. Modify ASL for tactile communication.
3. Include visual information in Deaf-Blind interactions.
4. Identify major cultural values of American Deaf-Blind people and appreciate the complexity of incorporating this knowledge into the bi-lingual, bi-cultural model of interpreting.
5. Demonstrate sighted guide techniques.
METHODS OF INSTRUCTION: Interactive teacher presentations, simulations, guided blindfold practice, guided interpreting practice, Deaf-Blind guest presenters.
LEARNING RESOURCES: SCCC provides support services to help students meet their educational goals.
Instructional Resource Center (Library): You may access videotape players and cameras at the Media Center. The library also has books and videotapes available on Deaf-Blindness, deafness and ASL.
ASL/ITP Lab: Located in room BE 1129, the lab has an extensive library of videotapes. Lab hours are posted at the lab.
Identification Card: SCCC ID cards are required for entering the ASL/ITP lab. ID cards are available at the Student Affairs office.
TEXTBOOK AND STUDENT WORKBOOK
1.
Guidelines: Practical Tips for Working and Socializing with Deaf-Blind
People, Theresa Smith. Sign Media, Maryland, 2002 ~Purchase at SCCC Bookstore
Required
2. Deaf-Blind Interpreting Workbook: Student Reading and Worksheets, Washington State Deaf-Blind Citizens Inc. 2nd Edition ~Bring $25.00 to class
Optional
VIDEOTAPE VIEWING (in class):
1. Deaf-Blind Service Center Accommodations Guidelines
2. Oliver Sacks’ Documentary of Usher people
SUPPLEMENTARY READINGS (OPTIONAL) and Videotapes:
Books: (can be ordered through regular bookstores or the library)
Being in Touch, Gallaudet
Helen and Teacher, Joseph P. Lash
Independence without Sight and Sound: Suggestions for Practitioners Working with
Deaf-Blind People. Dona Sauerburger.
Living with Deaf-Blindness: Nine Profiles. Carol Yoken.
Of Such Small Differences. Joanne Greenberg
Usher Syndrome: What It Is, How to Cope, How to Help. Earlene Duncan, Hugh
Prickett, Dan Finkelstein, McCay Vernon, Toni Hollingsworth.
Orchid of the Bayou: Living with Deaf Blindness. Kitty Fischer, et al.
Videotapes: various stories, documentaries on the Deaf-Blind. These are in two places: the ASL/ITP lab drawer or at SCCC Library.
Required Materials:
1. Videotapes: Students need to have two blank videotapes (minimum length of 30 minutes each for homework assignments). The following high quality videotape brand names are recommended: TDK, MAXELL, SONY, BASF, FUJI, MEMOREX. To insure videotape quality and to reduce wear and tear on equipment, the following brand names are NOT allowed: Standard, Gold Standard, Certron, or store brand names like Target.
2. Interpreter Attire for Communication Access: Students need to wear appropriate clothing for communication access. Both instructors are Deaf-Blind and there will be guest presenters who are Deaf-Blind. For students with light skin color, solid dark shirts (black, blue, green, brown) are most effective. For students with dark skin color, solid light colors are best (tan, gray).
Solid colors provide optimum contrast. Reds, maroons, yellows, and oranges are not acceptable nor are plaids and stripes as they cause eye strain and fatigue for people with Usher Syndrome.
3. Earplugs: Blindfolds and vision simulator goggles will be provided for the simulated interpreting practices. Students are responsible for purchasing their own earplugs to be used throughout the quarter. Please bring them to each class.
4. Boldliner Pen: This is a low tech print accommodation for Deaf-Blind people with Usher Syndrome. For possible exchange of information with the Deaf-Blind instructor or guests or for in-class activities please bring one to each class.
5. E-mail address: There will be communication via email and you will be required to have email access. The instructor and student can exchange questions and answers via email and SSP/Interpreter Observation Opportunities will be sent out via email. You may obtain an email address through SCCC’s Computer Lab if needed.
Assignments are to be turned in on time. Prior Approval must be given by the instructor if you will miss deadlines; otherwise no make-ups or late papers will be accepted.
Homework assignments are to by typed and double-spaced. Handwritten homework is not accepted.
STUDENT ASSIGNMENTS: Course format includes some lectures, but much of the class centers around discussion, small group experiences, simulations and interpreting practice. Because learning is more effective and interesting as an active process, class attendance and participation are required aspects of this course. Along with reading assignments, students will be expected to:
1. Demonstrate appropriate sighted guide techniques.
2. Complete 6 hours of gratis SSP work with Deaf-Blind people. A maximum of 2 hours can be counted for a single encounter. For an event you would like to count as more than 2 hours SSP time, approval is required from the instructor. Chronicle your experiences in a log following the Gratis SSP outline. Do not write on the outline but type your own paper with your experience. A list of SSP opportunities is attached.
3. Complete 3 hours of tunnel vision interpreter observations and 3 hours tactile interpreter observations. Observations are not to be done during class. A maximum of 2 hours can be counted for a single encounter. The WSDBC General Meeting and/or Deaf-Blind Community Classes are good opportunities for observation. You are required to attend at least 3 of the 5 Deaf-Blind Community Classes this quarter. Chronicle your observations following the Interpreting Observation Outline. Do not write on the outline but type your own paper with your observations.
4. Make two videotapes to demonstrate skills interacting with Deaf Blind persons:
a. Deaf-Blind person with Tunnel Vision
b. Visual/Environment while interacting with DB person amidst noises and distractions.
5. Interact effectively using tactile communication in class, incorporating visual/environmental information and guiding techniques. One session will be evaluated.
6. Course Project: You have two options:
Option A: Read a book or article about 2 Deaf-Blind people (biography, autobiography, or non-fiction only).
Option B: Interview 2 Deaf-Blind people with different communication
modes.
Type a 1-2 page paper. Compare and contrast those individuals’ lives, schooling, experiences, degree of independence; mobility, assistive devices & communication forms, etc. You may include your observations from your own encounters with Deaf-Blind people. Due: November 4, 2009
7. Take quiz, reflection analysis and final exam which will focus on content and knowledge for working and interpreting in the Deaf-Blind community.
FEEDBACK TO STUDENTS AND COURSE POLICIES:
Deaf-Blind interaction skills, knowledge of the Deaf-Blind community, analytical thinking skills, and culturally respectful interaction and interpreting will be evaluated by performance work, community work, written work and culturally respectful behavior as outlined below.
Performance work = 40 points
1. Sighted Guide Demonstration (10 pts)
2. Videotapes:
a. Tunnel Vision Interaction (10 pts)
b. Visual/Environmental Information (10 pts)
3. Tactile Communication & Interaction Demonstration (10 pts)
Community Work = 30 points
1. Tactile and Tunnel Vision Interpreting Observations – 6 hours
2. Gratis SSP work and reciprocity exchange – 6 hours
Written Work = 25 points
1. Quiz (5 pts)
2. Course Project (5 pts)
3. Reflective Analysis (5 pts)
4. Final Exam (10 pts)
Culturally Respectful Behavior = 5 points (1 pt each)
1. Attend and participate in class
2. Sign when Deaf or Deaf-Blind people are in the area
3. Use appropriate attire for communication
4. Work cooperatively with the classroom interpreters
5. Adjust turn taking as appropriate
Total: 100 points
FINAL GRADES will be determined using the following points system:
Points: Grade: Letter Grade Point
90-100 100-90% A 4.0 – 3.5
80-89 89-80% B 3.4 – 2.9
70-79 79-70% C 2.8 – 2.5
60-69 69-60% D 2.4 – 2.0
0-59 59-0% F 1.9 – 0
Course Adaptations and Accommodations: If you need reasonable accommodations based on a documented disability, have emergency information to share or require special arrangements in case of emergency evacuation; please make a confidential appointment with me within the first two weeks of class. For more information regarding support services or accommodations, call Disability Support Services at 587-4183, room BE#1112.
Absence Policy: As ASL is a visual language taught with a visual method, class attendance is essential to learning. Any absences can impede a student’s progress. However, some absences are unavoidable. Students may have up to one absence without it affecting their grade. 5 points will be deducted for every absence in excess of one day. Students who frequently miss parts of the class may have those hours totaled to count as absences from class.
Students shall be responsible for gathering all notes, materials and information missed during an absence. Any missed assignments or evaluations may not be able to be made up.
SCCC Deaf-Blind Interpreting – ITP 119
Interpreting Observation Outline
The purpose of this assignment is analytical skill development. Observations are to be done in public or semi-public settings, NOT during Deaf-Blind Interpreting class. All information will be kept confidential and used for learning/mentoring purposes to upgrade interpreting skills.
These observations will be graded based on thoroughness of observation, depth of analysis, and ability to articulate the integration of observed skills into your own interpreting work. Use this format.
1. Factual Information
Date:
Time:
Total Hours for credit:
General description of situation:
2. Observations (Describe what you noticed. Be specific. Examples may include, but are not limited to: a way to tactilely modify a sign, visual information that you realized is important to include, a tactile seating position you hadn’t seen before, how interpreters work as a team.)
3. Reflections (Share what questions you are pondering, feelings that came up, analysis of the interpreting work, and how you will incorporate what you have learned into your own interpreting work.)
SCCC Deaf-Blind Interpreting – ITP 119
Gratis SSP Outline
The purpose of this assignment is threefold: to develop your versatility in communicating with a variety of Deaf-Blind people, to begin connecting with the Deaf-Blind community; and to have cultural interaction in a real life setting. Please inform the Deaf-Blind person that you will be writing a report of your experience for class. All information will be kept confidential and used for learning/mentoring purposes to upgrade interpreting skills.
These SSP logs will be graded based on thoroughness, depth of learning analysis, and variety of communication modes used. Use this format.
1. Factual Information
Date:
Time:
Total Hours counted:
Activity:
Name of Deaf-Blind Person:
Communication Mode:
2. Description of your SSP work (Describe what you noticed. Be specific. Examples may include, but are not limited to: providing sighted guide in a grocery store, provided visual information about foods, gave a ride to the airport.)
3. Reflections (Describe what you learned, what came easy, what was more challenging, what surprised you.)
4. What will you do differently next time?
Seattle Central Community College Fall 2009
Deaf-Blind Interpreting – ITP 119
RELEASE OF INFORMATION
During your ITP program, your instructors are sometimes asked if students would be interested in participating in different events, ranging from volunteer activities to SSP work to interpreting. Sometimes individuals contact us, sometimes agencies contact us. We would like to network and share our community resources.
If you would like your name, phone number and address shared with people in the interpreting and Deaf-Blind communities, please fill this out and return to your instructor. Thanks!! And Welcome!!
Name________________________________________________________________
Address_______________________________________________________________
_____________________________________________________________________
Phone_________________________________________________Voice or TTY
Email_________________________________________________________________
What is your mode(s) of transportation? (car, bus, walking, etc)__________________
Any special things someone should know about you? (enjoy active things, any mobility issues, etc)
______________________________________________________________________
______________________________________________________________________
____________________________________ ___________________
Signature Date
Deaf-Blind Interpreting – ITP 119
SSP and Interpreter Observation Opportunities
1. WSDBC (Washington State Deaf-Blind Citizens) – This is a community-based organization with events and meetings in the surrounding Seattle community. They have monthly Board Meetings for good observations hours. For picnics, committee meetings, and other events they often need SSPs. Contact: pres@wsdbc.org
WSDBC General Meetings are held three times a year. More information on date, time and place will be forthcoming. You are highly encouraged to make time to attend all or part of these meetings. Their website is: www.wsdbc.org. If you are interested in SSPing for certain events, you can contact Debbie Sommer at sompro@peoplepc.com
2. DBSC (Deaf-Blind Service Center) – Jelica Nuccio, Executive Director. This is a service organization. They have various meetings such as Board Meetings, Executive Committee Meetings and Board Committee Meetings. Contact Kelly Ballard at (206) 323-9178 tty only or info@seattledbsc.org. Meetings are usually at DBSC, 1620 18th Ave Suite 200, Seattle WA 98122. Call for permission to attend as an observer. Their website is: www.seattledbsc.org.
3. LH (The Lighthouse for the Blind ***) – “PIE” and Shop Meetings with Deaf-Blind people. Excellent interpreter observation opportunity! Call for date, time and approval to attend. Their website is: www.seattlelighthouse.org.
-For Shop meetings (monthly, second Tuesdays 9-12noon), you can contact their interpreter scheduler at irequests@seattlelh.org.
-For PIE meetings (quarterly), you can contact their interpreter scheduler at irequests@seattlelh.org.
4. LH (The Lighthouse for the Blind) – Deaf-Blind Community Class. Selected Wednesdays from 5-7 PM, during the Fall, Winter, Spring quarters. This is a good place to observe a variety of interpreters and meet Deaf-Blind people. Also, they are often looking for SSPs before and after the classes. To volunteer as SSP or inquiries: contact Karen Park at kpark@seattlelh.org or Tami Berk at (206) 436-2032 v/tty, email: tberk@seattlelh.org.
5. DBSC (Deaf-Blind Service Center) – SSP program. For a variety of SSP opportunities through DBSC, contact Ray Swicker at (206) 323-9178 tty only or email ssp@seattledbsc.org.
***The Lighthouse is a large industrial facility with administrative offices. For safety reasons, they require people to wear closed toes shoes (no sandals).