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Developing Confident and Competent DeafBlind

Interpreters
Krystle A. Chambers; Kiarah Elyse Moore; and Chevon Nicole Ramey

When one thinks about signed language interpreting a picture comes to mind of an individual who is
Deaf, an individual who is hearing and speaking, and an interpreter who provides equal access to the
communication occurring between the Deaf and hearing individuals. A picture that may not come to
mind is a DeafBlind individual communicating to a hearing person through an interpreter. This article
looks at that picture of interpreting between a DeafBlind individual and a hearing person. DeafBlind
interpreting is a field of signed language interpreting that is currently being researched and
developed. The information in this chapter was compiled for use in curriculum that interpreter
education and training programs, interpreting workshop presenters, and individual interpreters and
interpreting students can draw upon to prepare professional development in regard to DeafBlind
interpreting.

The information presented here includes various modes of communication used within the
DeafBlind community, how DeafBlind interpreting differs from visual signed language interpreting,
how confidence and competence may influence each other in DeafBlind interpreting, and various
coping mechanisms one can use when interpreting. Again, this compilation may be implemented in
the development of curriculum focusing on DeafBlind interpreting.

It is important to note that the information given is a generalization, to know any specifics about the
DeafBlind community in your area it would be of great benefit to reach out to your local community
to learn of their nuances. Also, throughout this article the term DeafBlind is the cultural term used to
identify an individual with a dual-sensory loss (vision and hearing).

Communication Modes Within the DeafBlind Community

When working with the DeafBlind community it is beneficial to be aware of the various
communication modes used within the community. The various communication modes include, but
are not limited to, tactile (one or two handed) communication, tracking, Protactile signing, haptics,
and low/limited vision signing. One of the reasons for the various modes of communication is in part
due to the various ages of onset the DeafBlind individuals experience the dual-sensory loss and to
the stage the dual-sensory loss. In this section, there is a brief overview of what these various modes
of communication entail.
Tactile

When interacting or interpreting for a DeafBlind individual who does not use sight or sound to
receive communication a mode that can be used to communicate is by using tactile signing. Tactile
signing can use one or both hands to communicate when the DeafBlind individual places their hands
on the back of the signer’s hand(s) to receive and understand the signs being communicated through
the movement and touch (Crossroads, 2018). This mode of communication can also be used by an
individual that is losing the use of their sight to not miss what is being communicated visually. This
can be helpful when the individual knows their sight is diminishing and learning to receive
communication through tactile means with visual assistance (Mesch, 2013).

When using tactile signing, it is typical that a DeafBlind individual has a dominant receiving hand and
this dominant hand may or may not be the dominant hand used for other various tasks or be the
dominant signing hand (Mesch, 2013). In a scenario where the DeafBlind individual receives the
signs with the right hand this would mean the signer/interpreter would need to sign left hand
dominant. If the DeafBlind individual received in their left hand the signer/interpreter would need to
sign right hand dominant. If the DeafBlind individual preferred to use both hands to receive
communication then the signer/interpreter would face the DeafBlind individual while signing
(Mesch, 2013). Since another individual’s hand are on the backs of the signer’s hands some signs
may need to be altered due to the physical limitations, space limitations, and where the signs
contact the body (Collins, 2004).

As the signs are produced, it is important to make sure the signs and fingerspelling are clear and
using distinct motions so as to avoid the signs “mushing” together (Smith, 2002). When signing try to
not move your hand or body to meet the signs, instead bring the signs to the head or body as one
normally would to avoid miscommunications with the DeafBlind individual. “The placement and
orientation of your hands is important for meaning (e.g., think about the signs meaning “father,”
“mother,” “fine,” “Russia,” “taste,” “sick”)” (Smith, 2002, p. 87). Remember to keep the signs open
and having a consistent flow to be as clear as possible. If the signer/interpreter notices the hands
from the DeafBlind individual are resting heavier on the back of the signer/interpreter’s hands one
can mention it to the DeafBlind individual (Smith, 2002). It is better to mention it to avoid excess
tiring from the extra weight on the back of one’s hands.

Tracking

Tracking is another way to communicate when a DeafBlind individual uses a signed language to
communicate and whose sight is affected by a changing field of vision. The signer/interpreter
communicates by signing a speed that is understood by the DeafBlind individual while the DeafBlind
individual holds or touches the signer/interpreter’s wrist or forearm to better help visually “track” or
follow the signs (Rochester Institute of Technology Libraries, 2018). There are not many
modifications needed to use the tracking method, the signer/interpreter just needs to be aware that
the sign production might feel different due to the weight or pull from the DeafBlind individual’s
hand holding the wrist or forearm.
Protactile

A method of communication that is currently being researched, developed, and used by many
DeafBlind individuals is Protactile. According to Granda and Nuccio (2018) Protactile communication
has been used by the DeafBlind community for many years but had never been officially recognized
and named. Protactile started receiving recognition and research when the DeafBlind community
noticed the various ways a DeafBlind individual would communicate without the sole use of
American Sign Language (Granda & Nuccio, 2018). Granda and Nuccio (2018) have collaborated and
developed research that distinguishes what linguistic markers are used in Protactile communication.
The research shows that there are seven principles involved with Protactile communication which
are contact space, reciprocity, protactile perspective, SASS (size and shape specifiers), exceptions,
information source, and tactile imagery (Granda & Nuccio, 2018).

The seven different principles help bring an understanding on how to communicate using Protactile.
The principle of contact space is used when one needs to substitute the “air space” used in American
Sign Language to a space with physical contact (Granda & Nuccio, 2018). The “air space” in particular
where contact space is beneficial is when using “reference markers,” “role shifting,” and “emphasis
and emotions” (Granda & Nuccio, 2018). Instead of pointing for references or using an eye gaze for
role shifting one should establish a contact space for these concepts for clearer communication. To
communicate emphasis and emotions in a Protactile way one can sign the emotions or show the
emotions with their hands and for emphasis one can bring that into the contact space (Granda &
Nuccio, 2018). An example of bringing concepts into contact space can be used with the concept of
yawning. One could use the sign for yawn, one could show the mouth open and closing by opening
and closing one’s hand on the arm or leg of the DeafBlind individual, or one could show it by making
one’s hand go limp on the arm or leg of the DeafBlind individual (Granda & Nuccio, 2018).

The next principle used in Protactile is reciprocity. When communicating in a Protactile environment
it is reciprocal, meaning everyone should express and receive communication in the same way
regardless of the vision levels of the individuals involved (Granda & Nuccio, 2018). In Protactile
environments it is the norm to communicate through tactile means. If individuals with sight are only
willing to receive communication visually and the DeafBlind individual uses tactile communication to
receive information then this would not be a reciprocal environment and can “lead to an
environment where vision is privileged” (Granda & Nuccio, 2018, p. 7). Therefore, it is not important
how much one can see but to remember to communicate reciprocally (Granda & Nuccio, 2018).

Protactile perspective is the third principle of Protactile communication. Having a Protactile

perspective is important when needing to establish classifiers, using demonstrations, or mapping
with the DeafBlind individual (Granda & Nuccio, 2018). If time permits, it is best to establish or
create the signs with the DeafBlind individual for clear communication. An example of using
classifiers that are in contact with the individual is by setting up the classifier on the arm or leg of the
individual receiving the communication. Another way to use a classifier could be for the individual
receiving the signs to form the classifier and the signer shows the action using that classifier, such as
the receiver forms a “5” handshape and the signer shows a small animal “running up the tree” by
moving one’s fingers up the arm and to the fingers of the receiver (Granda & Nuccio, 2018).
Demonstrating how something is done can also be used in a similar way as the above describes using
the individual receiving the signs for classifiers. One can show how to cook pancakes by using the
receiver’s upturned hand as “the pan”, then the signer “pours” the batter on to “the pan” and waits
until it “bubbles” (drumming the fingertips on the hand representing the pan), when it bubbles flip
the pancake (Granda & Nuccio, 2018). With mapping it is important to remember to use that contact
space. Instead of pointing or describing where to go provide a tactile map. This can be done by using
the hand, arm, or leg of the receiver. If one is showing the layout of a room one can use the
palm/hand of the receiver as the floorplan by placing/signing objects on the hand as it lays in the
visual space of the room (Granda & Nuccio, 2018). Again, the important thing with having a
Protactile perspective is by working together to establish and create signs that can be understood in
a tactile way.

The fourth principle in Protactile communication is SASS (size and shape specifiers). This concept is
used in signed languages but it uses the “air space” whereas in Protactile one needs to use “contact
space” (Granda & Nuccio, 2018). When signing the size or shape of an object where it comes in
contact with the receiver will make the communication clearer. One can use the hand, arm, or leg of
the receiver or one can even use a table that is nearby or the chair one sits in. If one is talking about
a fish that was caught recently then one could use the leg or arm of the receiver to indicate the
length of the fish and then indicate where the head/fins are, then one can describe the color of the
fish on the arm or leg of the receiver (Granda & Nuccio, 2018).

Exceptions are the fifth principle in Protactile communication. This principle was developed in the
event the first principle of contact is not physically safe or is in conflict with cultural norms (Granda
& Nuccio, 2018). An example of an exception of when direct contact may not be conducive to the
communication is when the signer/interpreter is at a medical appointment for the DeafBlind
individual the doctor is describing an upcoming eye surgery. It would not be safe for the
signer/interpreter to make contact with the receiver’s eye and describe/show what will happen
during the surgery. Instead one would indicate which eye will have the surgery and then use the
hand of the receiver as the “eye” and explain the surgery to the eye on that hand.

The sixth principle of Protactile communication, information source, states that “when sharing
information, be sure to include the source of the information” (Granda & Nuccio, 2018, p. 12). When
communicating in a Protactile environment it is important to include the source of information that
is being provided. Granda and Nuccio (2018) provide an example of this by explaining that when you
are communicating with a DeafBlind individual and you receive a text stating a friend will be arriving
soon inform the individual that a text was received by clearly stating the friend texted saying will be
arriving soon. One could also bring the phone to the hand of the receiver to indicate that is where
the information came from. It does not matter how the information is communicated, only that the
visual information is conveyed tactually.

Tactile imagery is the seventh and final principle of Protactile communication. In American Sign
Language storytelling is an important part of the culture and communication but all the signs and
facial expressions occur in the “air space” which is not conducive to the DeafBlind community
(Granda & Nuccio, 2018). Protactile provides a way to tell a story or describe an experience one had
through tactile imagery. For example, if you were describing walking along the beach and a wave
came and swept you out to sea one can show this by using the arm of the receiver as “the beach”
and the signer shows “the wave” splashing against the arm. Then show a “person” walking on the
beach by signing on the receiver’s arm. When the “wave” hits “the beach” and “person” and then
sweeps the person out to sea show that by the “wave” grabbing the “person” from the arm and
sliding off the arm.

These seven principles described above are what guide Protactile communication. It is important to
remember that information is clear when one can provide it through tactile means. Avoiding the “air
space” and instead using the “contact space” to communicate will reduce the miscommunications
and provide a clearer picture of what is occurring.

Haptics

Haptics, or haptic signals, are a way to provide information about emotions, facial expressions, body
language, the layout of a room or the surrounding environment, and any other visual or auditory
information to an individual (Senses Australia, 2018). Haptics are communication signals that a
signer/interpreter communicates by “drawing on” or touching the receiver’s upper back, arm, or
sometimes leg/thigh (Nielsen, 2010). An example of this haptic communication would be if a
DeafBlind individual is joking with someone and the interpreter communicates to the DeafBlind
individual that the person is laughing by providing a scratching motion (the haptic signal for
laughter) on the DeafBlind individuals back (Nielsen, 2010). This is a way to provide the visual
information for the DeafBlind individual to know that the person understood and is laughing at the
joke.

There are haptic signals developed by the Danish Association of the DeafBlind (Nielsen, 2010) that
one can use or it is possible for the haptic signal to be developed between the DeafBlind individual
and the interpreter that better matches the situation at hand. A haptic signal that is often used for
emergency situations that requires one to leave urgently is to draw a big “X” on the back of the
DeafBlind individual (Smith, 2002). This haptic signal informs the DeafBlind individual that one needs
to leave now and once safety is reached the interpreter/signer will explain the situation.

Haptics can also be used when the DeafBlind individual and the interpreter are conversing by the
interpreter keeping or tapping a hand on the knee, if sitting, or on the upper arm/shoulder, if
standing. This haptic signal is a way to inform the individual that the interpreter is “paying attention”
or “listening” (Smith, 2002). If one decides to use the tapping method, it is important to remember
not to over tap the hand, the tapping should mirror a head nod. If one decides to keep contact by
not tapping the hand and instead keeping a constant contact then try to avoid resting the hand on
the DeafBlind individual’s knee or arm, this resting/relaxed contact could be misunderstood as being
tired or not interested in the conversation (Smith, 2002).

Again, haptics is a means to provide information about the environment that surrounds DeafBlind
individuals. Haptics only adds to the communication and the language being used to provide the
visual information, it is not a language itself (Nielsen, 2010).
Low/Limited Vision Signing

There are some DeafBlind individuals that have low/limited vision that prefer to receive information
and communication visually when possible rather than by a form of tactile signing. Interpreting or
signing to an individual with low/limited vision is not to different than signing to an individual who is
sighted. With low/limited vision it is important to find out how large or small the signing space one
needs to keep the signs in. For individuals with tunnel vision, it is important to remember to keep
the signs within that “tunnel” because everything signed outside of that “tunnel” could be missed
(Smith, 2002). It helps to remember to sign in the area just below one’s chin so that the DeafBlind
individual can see both the signs and the facial expressions within the field of vision (Smith, 2002).

It is also important to remember to be aware of the clothing one wears when signing to an individual
with low/limited vision. When deciding on what to wear it is good to keep in mind that the clothing
be a solid color that does not reflect light to cause a possible glare, colors such as black, dark/forest
green, dark blue, or golden yellow are generally preferred (Smith, 2002). Also, keep in mind that the
upper arm may need to be covered if one’s skin tone is lighter in complexion due to light reflecting
off the skin. As with other interpreting assignments, remember to choose clothing colors that offer a
contrast to one’s skin tone (Smith, 2002).

Lighting, along with clothing, is also something that needs to be considered to provide a signing
environment that can be successfully received by the DeafBlind individual. It is beneficial for the
DeafBlind individual with low/limited vision for the interpreter to have the light on the hands and
face to illuminate the signs and facial expressions. A lighting situation that is important to remember
is overhead/ceiling lights. In this lighting environment, it is best that the interpreter and the
DeafBlind individual are at the same level rather than the interpreter standing causing the DeafBlind
individual to look up at an angle to see the signs, this can result in the individual having to look into
the overhead/ceiling light (Smith, 2002). When considering the lighting in the environment it would
also be best to take into consideration the background, especially behind the interpreter. It is best
for the interpreter to avoid positioning one’s self in front of a window or anything producing a bright
light that can cause a glare or being in front of a wall or object with a busy pattern, this can make it
difficult to clearly see the signs (Smith, 2002).

With keeping the modes of communication, signing space, clothing, lighting and other
considerations in mind when interpreting for a DeafBlind individual, remember that each assignment
and each individual may prefer or have unique visual modifications. Mentioned above are
suggestions offered to guide what one should consider, but overall it is a case by case situation
(Smith, 2002). The more one interprets for the DeafBlind community, the more one will develop a
sense of how to make the communication effective.
DeafBlind Interpreting Compared to Visual Signed Language Interpreting

When interpreting for an individual who uses a visual mode of a signed language, one will interpret
the auditory information, but when interpreting for a DeafBlind individual one must also include
visual information. When at an assignment with a DeafBlind individual, one relays the visual
environment that will orient the individual to the place, activity, mood, style, feeling, time, and
patterns of the environment (Smith, 2002).

As information is given it is important to remember to stay neutral and provide facts rather than
giving in to bias. One can describe a room by giving the size in relation to how many steps it would
take to cross the room. One can also describe the room by how many tables are set up, and also
describe the table by shape and how many people can sit at it. These types of orientation help set
the place, mood, style, and feelings. When one notices trends or why some people go to certain
places over others, this type of information needs to be shared with the DeafBlind individual when
possible. This information helps orient the DeafBlind to the time and patterns of the environment
surrounding them.

One may wonder “how do I know what to describe or not?” A basic rule of thumb is to describe
what you see and/or hear. As stated by Stewart et al. (2004) “an effective interpreter for deafblind
will inform them about relevant auditory and visual conditions” (p. 83). To describe places, think
about what is most striking about the environment and why this place was picked as the venue for
the event (Smith, 2002). When describing people that are present, look to see about how many are
there, what they are wearing (keeping this fact based, rather than providing opinions), what the
people look like, and who is talking with whom (Smith, 2002).

At a DeafBlind interpreting assignment, the roles of the interpreter might be slightly modified than
what may occur at an assignment with visual sign language. If there is a document being passed
around, the interpreter would need to include what is on that document by either interpreting the
document or describing what the document entails. One may also need to arrange the environment
to accommodate the unique situation that DeafBlind interpreting evokes (Smith, 2002).

Another possible role that differs from a visual signed language assignment, is guiding the DeafBlind
individual from one location to another. This may occur if there was a last-minute change to the
agenda and the participants in a meeting need to relocate or at a medical appointment and the
medical staff need to change which patient is in the room. The guiding role typically falls to the
responsibility of the support service provider, but if some situations where the support service
provider is not present it could then fall to the interpreter (Smith, 2002). If the situation were to
arise that the interpreter needed to guide the DeafBlind individual, then it would be in the best
interest of all involved for the interpreter to have a basic understanding of how to guide. When
guiding a DeafBlind individual remember to pay attention to the surroundings and where the
DeafBlind individual is stepping, take your time, try to be consistent in how you guide for individuals,
and when you are unsure of what to do communicate with the DeafBlind individual (Smith, 2002).
Before one begins to guide an individual ask if there is a preferred way to be guided. Some DeafBlind
individuals prefer to hold on to the shoulder of the guide, some prefer to hold the arm right above
the shoulder of the guide, others with guide dogs sometime prefer to have the dog follow the guide
rather than have direct contact between the guide and the DeafBlind individual. While guiding it is
helpful to communicate when something in the environment changes such as a curb, stairs, blocked
path, or the amount of people in the vicinity. Again, the interpreter is typically not the individual
guiding but if the situation occurs then it is helpful for the interpreter to know the basics.

There are several differences between DeafBlind interpreting and visual signed language interpreting
but overall the goal is to provide access to the communication occurring. There may be several
modifications that need to happen to provide that communication access, but once those
modifications have been made then communication can occur.