Resources

Title: Ask and Ye Shall Not Receive: Interpreter-Related Access Barriers Reported by Deaf Users of American Sign Language

Author & Year: E. Schniedewind, R. Lindsay, & S. Snow, 2020

Source & DOI: Disability and Health Journal; 10.1016/j.dhjo.2020.100932

Abstract by the IRIS Project:

BACKGROUND - Healthcare providers are mandated to provide reasonable accommodations for Deaf users of American Sign Language (ASL) accessing healthcare services, including ASL interpreters. Provision of accommodations improves access and provider/patient communication.

OBJECTIVE - Describe the types, frequency, severity, and trends in healthcare access complications experienced by Deaf patients.

METHODS - A six-year retrospective review of complaints (n = 108) filed regarding interpreter provision in healthcare settings with the Idaho Council for the Deaf and Hard of Hearing by Deaf users of ASL was conducted and summarized. An analysis of demographic and language factors associated with interpreter-related barriers and whether the complaint was resolved was performed using multivariate logistic regression.

RESULTS - Reasons for complaints of interpreter-related barriers to care included: 48.2% were "told an interpreter was not available"; 28.7% received an unqualified interpreter; interpreter was promised but not provided (18.5%). Factors independently associated with having been promised an interpreter were: medical clinics (vs. dental) (OR 3.92 95%CI 1.18-12.98), and complaints filed later in the study period (OR 1.55 per year 95%CI 1.19-2.01). For each additional year during the study period, complaints were 1.6 times (95%CI 1.15-2.22) more likely to have an interpreter promised but not provided. Patients from rural areas were less likely to have their complaints satisfactorily resolved (OR 0.18 95%CI 0.06-0.55).

CONCLUSION - Deaf patients experience various interpreter-related barriers throughout the process of accessing healthcare and communicating with providers/staff, though further regional and nationwide documentation is warranted.

Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota

Title: Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota

Author & Year: C. Fisher, 2018

Source: Master’s thesis, Western Oregon University

Abstract by the IRIS Project: Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to- face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions.

The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives of the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota.

Engaging in a Rural Deaf Community of Practice (with an ASL Summary)

ASL Summary by the IRIS Project:

Title: Engaging in a Rural Deaf Community of Practice

Author & Year: K. Gournaris, 2019

Source & DOI: Dissertation Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction; 10.15760/etd.6993

Abstract by the IRIS Project: The number of students taking American Sign Language (ASL) at the post-secondary level continues to increase as more Deaf-related graduate programs and employment settings require fluent ASL skills. Western Oregon University (WOU) is one of the few existing programs in the United States that offers four years of ASL instruction; however, as a rural university it has limited access to a Deaf community. The problem of practice is that students often have little exposure to rich language models who are fluent in ASL, which impacts their legitimate peripheral participation (LPP) in the local Deaf communities of practice (CoPs) and reduces apprenticeship opportunities that might be beneficial for their language acquisition experiences. While research suggests that direct engagement with language models has a significant impact on language acquisition and fluency in general, there is scant literature in the field of ASL that addresses this connection. Gournaris' dissertation research addressed this gap in the literature. To address the problem of practice, Gournaris used a qualitative research design with both descriptive and comparative research questions to complete three case studies. Using semi-structured interviews, this study explored participants' attitudes and beliefs about their experience in local Deaf CoPs. The three participants in the study were Western Oregon University students enrolled in ASL 8 course. Data analysis included inductive analysis of qualitative data, a within case analysis, and a cross-case analysis. Findings showed that participants were interested in moving past LPP in local Deaf CoPs, and were interested in identifying apprenticeship opportunities because they realized the importance of engaging with native language models.

Interpreting Skills Acquired at a Distance: Results of a Data-Driven Study

Title: Interpreting Skills Acquired at a Distance: Results of a Data-Driven Study

Author & Year: L. Johnson & A. Witter-Merithew, 2004

Source: Journal of Interpretation

Abstract by the IRIS Project: The use of distance technologies to deliver academic programs related to Sign Language Interpreting is a relatively new phenomenon. Questions exist as to whether or not interpreting skills coursework can effectively be delivered through distance technologies and whether improvement in interpreting skills acquired at a distance are quantifiable. The purpose of this paper is to offer a description of skills development coursework offered at a distance, followed by an analysis and discussion of pre/post performance assessment data collected from a cohort of students completing the Educational Interpreting Certificate Program in July 2003. The performance assessment data collected represents the results achieved by 50 students participating in a 10-state and Bureau of Indian Affairs supported regional cohort (Cohort 2). The pre/post assessment tool used was the Educational Interpreter Performance Assessment. Analysis of the performance assessment data from this cohort indicates an increase in interpreting competence. The ultimate goal of this paper is to demonstrate that the use of technology offers promise for expanding access to quality interpreter education, particularly for individuals living in rural areas of the United States, or individuals desiring the convenience and accessibility offered by distance education opportunities.

The Rural Interpreter: Perspectives on Professional Development and Professional Partnerships (with an ASL Summary)

ASL Summary by the IRIS Project:

Title: The Rural Interpreter: Perspectives on Professional Development and Professional Partnerships

Author & Year: E. Trimble, 2014

Source: Master’s thesis, Western Oregon University

Abstract by the IRIS Project: There currently exists a limited body of knowledge on rural interpreters. What little research has been done has looked at rural interpreters based in educational settings. This study is an opening look at interpreters who maintain a community based practice in a rural county, and is an initial appraisal of the professional development needs of rural interpreters. Trimble examines if current trainings are designed with rural interpreters in mind, and if rural interpreters are able to acquire new skills, techniques, and knowledge that are applicable to their communities. This study sought to answer the question: How can the implementation of a structured interprofessional learning community aid the professional development of a rural sign language interpreter?

Use of American Sign Language in Telepsychiatry Consultation

Title: Use of American Sign Language in Telepsychiatry Consultation

Authors & Year: A. López, M. Cruz, S. Lazarus, P. Webster, E. Jones, & R. Weinstein, 2004

Source & DOI: Telemedicine Journal and e-Health, 10.1089/TMJ.2004.10.389

Abstract by the IRIS Project: The aim of this study was to provide a psychiatric consultation to a deaf patient in a rural community via telemedicine. The patient successfully communicated with the telepsychiatrist via an American Sign Language (ASL) interpreter and her psychiatric symptoms improved. This case study demonstrated the feasibility of delivering specialty medical services to a special needs population via telemedicine.

Utah Deaf Videoconferencing Model: Providing Vocational Services Via Technology

Title: Utah Deaf Videoconferencing Model: Providing Vocational Services Via Technology

Authors & Year: L. Johnson, 2004

Source: Journal of Rehabilitation

Abstract by the IRIS Project: Rural areas often face limited services when working with clients who are Deaf and hard of hearing. Some of these limitations may include a lack of interpreters, lack of social resources, and a lack of cultural, language, and legal understanding on the part of the service provider. These limitations are addressed and possible answers are explored through the use of the Utah Deaf Videoconferencing Model. Through the use of modern videoconferencing technology, Utah has begun to find some answers that may prove helpful to the client, practitioner, educator, rehabilitation counselor, administrator, and policy maker, when approaching and dealing with clients who are Deaf. The importance of using technology in this arena is captured in this statement from The U.S. Department of Special Education and Rehabilitative Services, "For people without disabilities, technology makes things convenient, whereas for people with disabilities, it makes things possible" (Heumann, 2000).

There has been much written about the use of technology to enhance services to clients in the general or "hearing" population. Professionals in business, education, vocational rehabilitation, medicine, government, defense, and social work to name a few have explored and used technology to serve remote or distance needs (e.g., Augustine, et. al. 1998; Cain, et. al., 200l; Frase-Blunt, 1998; Lee, et. al. 2000; Patterson, 2000). Use of technology in these environments may range from simple e-mail exchanges, internet support groups in rehabilitation, and desk top camera interactions to more complicated uses such as the space program sending and receiving messages and images outside of our earth's atmosphere (e.g., see Patterson, 2000; South Carolina Department of Mental Health, 2002). Some of the uses of distance technology that the Utah Model takes advantage of include: tele health, tele medicine, and tele education. Tele medicine is described as "the use of electronic communications and information technology or support clinical care at a distance" (Tellda, 2002). Tele health is, "the use of telecommunications and information technology to provide access to health assessment, diagnosis, intervention, consultation, education and information across distance (Tellda, 2002). Mental health counseling falls under the tele health umbrella of care (Lamarche, 2002). Petracchi defines defines distance education as "all types of formal instruction conducted when teachers and students are located a geographic distance from one another" (2000). Studies of technology being used by the Deaf population seem to have followed the patterns of the general or "hearing" population (e.g., see, Harkins, 2002; South Carolina Department of Mental Health, 2002). The Deaf population has used some unique applications in technology that are not used by the hearing population. These include technology such as video relay phone service (VRS), a pilot program in Minnesota using video remote interpreters to facilitate State Department of Workforce Services interactions with Deaf clients, and distance education including specialized online instruction for students who are Deaf (e.g., Harkins, 2002; Latz, et. al., 2002; Mallory & Rizzo, 2002, Rabelo & Carnahan, 2002). Another unique application of videoconferencing technology in the field of deafness is in South Carolina. Deaf telepsychiatry has been in existence since approximately 1994 in South Carolina. The program was innovated as the one sign language proficient psychiatrist in the state became confined to her home due to a pregnancy. She was unable to continue to drive long miles across the rural parts of the state to provide psychiatry services to the identified 300 clients who are Deaf and mentally ill. The state established a videoconferencing network from the psychiatrist's home to several sites in the state and she continued her practice from her home. The application has been so successful in South Carolina that the psychiatrist "now reports seeing three times the previous number of clients in only sixty percent of the time.

Annotated Bibliography

Community Interpreting

K-12 Interpreting

Rural Deaf Community

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