Once their child has been diagnosed as deaf or hearing impaired, parents may not know what to do. This booklet will help answer some of the questions these parents might have. A resource section has been included for parents and professionals on pages 43-44, for future reference. One of the most important things to remember is that, once a child…

In May 1997 and March 1998, the Midwest Center for Postsecondary Outreach, in conjunction with St. Paul Technical College, hosted a video teleconference in which four other professionals and the authors appeared. Although they answered some of the questions submitted, due to time constraints, they were unable to respond to a number of the…

Special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of accompanying roles and responsibilities are addressed. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. Greater attention to preparation, evaluation, and certification for…

Five issues regarding the introduction of interpreters to the classroom are addressed: access to interpreters; training of interpreters for educational settings; the role of educational interpreters; the interpreting code of ethics; and regular evaluation. (CL)

In addition to facilitating communication between family members, when one member is deaf, an interpreter can help the therapist to modify family rules which may prohibit the use of sign language, to modify the balance of power, and to encourage participants to exhibit the ego defense mechanisms. (Author)

The development of the oral interpreter for speechreading assistance to deaf and hard of hearing individuals is reviewed; desired characteristics and skills are outlined (including attitudes, knowledge, and curriculum offerings); and a seven-item code of ethics developed by the Registry of Interpreters for the Deaf is presented. (CL)

Beginning your college education means you'll be exploring a new place, making new friends, learning new things and setting your own priorities. You are going to face a lot of big changes in a short time. That's exciting--and challenging. The more prepared you are for college when you get there, the more ready you'll be to address these new…

Suggestions are presented for planning a successful dramatic production by adolescent deaf students. Suggestions deal with script selection, stage direction, scenery, props, costumes, use of American Sign Language rather than signed English, and the need for all actors' signed lines to be visible to the entire audience. (JDD)

Guidelines for using interpreters with deaf-blind clients include obtaining a professional interpreter; assuring the comfort level between client and interpreter; providing critical information to the interpreter before the assignment; and respecting the right of everyone to have full communication. (DB)

Presents guidelines for counselors who use an interpreter for cross-cultural counseling. Interpreters can be effective when there are language differences, when the client is speech or hearing impaired, or when cultural tradition prohibits the client from speaking directly to the client. (JAC)

This article offers guidelines and suggestions related to the educational interpreter's relationship and interactions with the student with hearing impairment, teachers, the student's peers and parents, supportive service personnel, and administrators. The interpreter must fulfill many roles to aid in the inclusion of students with hearing…

Guidelines are offered to schools and communities for developing activities of a yearly Deaf Awareness Week. Topics covered should include general information about deafness; common myths and misunderstandings; information about sign languages; technologies available to deaf people; interpreting; and interaction among deaf and hearing students.…

The roles and responsibilities of educational interpreters for children with hearing impairments at the elementary and secondary levels are delineated, and a paradigm for allocating interpreters' time to diverse duties is presented. (MSE)

A special set of skills is essential for interpreting for mainstreamed deaf preschool students. Eleven issues in clarifying the job of the preschool interpreter are discussed, such as whether hearing children should learn to sign and how to encourage communication among hearing and deaf children. (JDD)

This manual presents production guidelines and suggestions for use by commercial, public, and educational broadcast facilities that seek to provide television interpreting for the hearing impaired. Topics covered include a brief overview of the need for television services for this audience and the use of closed captioning and sign language to…