Communication Methods: Ways that Deaf persons work with an interpreter. ASL is one of
the top languages used within Deaf communities. Interpreters need to follow
each Deaf individual's language preference, such as American Sign Language, PSE
("contact sign," which is a mix of ASL signs and English-like
signing), or Signing Exact English ("SEE," a manual code for English
words). If a school requires ASL, and then a Deaf student transfers from
another school that uses SEE, it could take some time for this individual to
pick up ASL.
We are not always able to determine which interpreter's skills
will best fit a particular Deaf consumer's preferences. Some Deaf people
communicate with visual gestures, and these individuals may not fully
understand English. In this situation, using a lot of ASL vocabulary may not be
as effective in the interpreting situation. Sometimes, educational interpreters
must use juggle both ASL and PSE, while a Deaf student struggles to strengthen
his or her ASL and English skills. With a student who lacks fluency in language
and in manual codes, an educational interpreter may rely primarily on
visual-gestural communication.
A deaf person with "high-visual-gestural" skills and
limited ASL and English skills may need more than an interpretation in order to
learn. He or she may derive more benefit from special educational instruction
than from sitting in a class watching an interpreter. Sometimes, one-on-one assignments
may offer the chance for an interpreter and a deaf person to work out the most
effective communication methods for their situation.
When deaf students join clubs, sports teams, and before-and-after-school activities, this participation with hearing students may be of benefit in expanding language and communication skills. Watching an interpreter who is using a language or code that is not understood may cause a student to feel lost. Interpreters with skills in various communication methods can provide opportunities for deaf students to better understand and communicate.
When deaf students join clubs, sports teams, and before-and-after-school activities, this participation with hearing students may be of benefit in expanding language and communication skills. Watching an interpreter who is using a language or code that is not understood may cause a student to feel lost. Interpreters with skills in various communication methods can provide opportunities for deaf students to better understand and communicate.
Who should hire interpreters? Should this be the responsibility of
a Human Resources or Special Education department? Can a person who doesn't
know any sign language select an interpreter capable of working effectively
with deaf students who use differing communication styles? The IEAP brought up
the challenge of situations in which the deaf person does not let the
interpreter know that he or she does not understand the messages. Sometimes an
interpreter feels it is their duty to just "interpret" rather than to
ensure that communication messages are getting through. I work to evaluate
interpreters to assess their abilities in communicating through visual-gestural
styles, as well as through ASL, PSE, and manual codes for English. I work to
make sure that interpreters are capable of providing clear communication for
individuals and groups with differing communication styles.