From Deaf-Blind Perspectives Volume 9, Issue 1 Fall 2001

Susanne Morgan, M.A., C.I., C.T.

Individuals who are deaf-blind access the world differently from their hearing-sighted peers. To ensure meaningful linkages to the environment and equal access to information, a variety of trained personnel and support persons are required. In recent years much attention has been given to the different roles that individuals play in providing this support.

The most familiar type of support is that provided by sign language interpreters. Formal interpreting services were established to meet the needs of deaf individuals. In recent years, these services have been expanded for persons with combined hearing and vision loss. This type of support, however, does not meet all of the unique communication needs of deaf-blind individuals.

Normal everyday life takes place in a variety of settings, including home, school, work, and recreation. For individuals who are deaf-blind, different settings require different types of communication supports. As the developmental, educational, and social needs of deaf-blind children and adults in these settings are better understood, the roles and responsibilities of support professionals evolve. Terms used to describe these roles, include interpreter, intervener, and support service provider (SSP). The following chart attempts to capture the current understanding of these roles and responsibilities.

Interpreter

Someone who

• Translates information from one mode or language to another (spoken language to sign language and vice versa)
• Works with deaf-blind people of all ages
• Is a conduit through which information flows
• May have received professional training in an interpreter-training program
• Should hold national and/or state certification/licensure and may have a college degree
• Abides by a code of ethics
• Belongs to a national/regional organization of certified interpreters (e.g., Registry of Interpreters for the Deaf, National Association of the Deaf)
• Will work in various environments (e.g., educational, medical, religious, social)
• May be paid independently, through an agency or by an employer Is paid commensurate with certification & local standardized fees
• Is required to independently maintain certification through professional development
• Must remain impartial at all times
• Must keep all information confidential
• Is expected to keep a "professional" distance
• Acts as a conduit (does not "teach" and is not responsible for ensuring that the deaf-blind individual learns what is being shared)
• Always keeps opinions to him/herself

Intervener

Someone who

• Intercedes between a child and the environment, allowing access to information usually gained through vision and hearing
• Primarily works with children and young adults
• Facilitates learning and the development of skills (e.g., receptive and expressive communication, interactive behavior)
• May or may not have received specific training (however, training or coursework is recommended)
• Has varying educational and vocational experiences (some states offer coursework/certification)
• Acts in a manner that is governed by the local education agency and federal education lawsUses the Individual Education Program as a roadmap for learningIs considered a paraprofessional and works with, but does not replace, the teacher
• May or may not be in contact with other paraprofessionals
• Works mainly in an educational setting but may also provide assistance in the community (e.g., daily living skills, medical situations, vocational environments)
• Is paid by the local education agency or a community provider
• Is expected to attend workshops offered in educational settings
• Wears "different hats" (e.g., as interpreter, guide, facilitator)
• Is allowed and expected to share pertinent information with team members (e.g., parents, teachers, related service providers)
• Maintains an educational (teacher-student type) relationship
• Is accountable for decision-making to enhance learning
• Empowers individual to make his/her own decisions

Support Service Provider

Someone who

• Provides support that enhances independence (e.g., facilitating communication, providing sighted guidance, and transportation to/from events)
• Provides services to deaf-blind youth and adults who are able to make independent decisions
• Facilitates interaction between a deaf-blind person and the environment
• Is encouraged to receive basic training in the area of deaf-blindness, including communication strategies, sighted-guide techniques, and cultural issues
• Has varying educational and vocational experiences
• Abides by standards established by the coordinating agency
• May belong to the coordinating agency's network of SSPsMay interact with other SSPs during local or national events
• Provides assistance in various settings, including the home and community
• Is usually a volunteer, unless funds have been allocated
• Is usually not required to attend further training but is encouraged to improve communication skills and interact with the deaf-blind community
• Remains impartial but has more flexibility than an interpreter
• Is expected to keep information confidential
• Is expected to act in a "professional" manner, but may develop personal relationships
• Does not teach but does provide access to the environment to empower the deaf-blind person
• May provide feedback/opinions when asked

References

Alsop, L., Blaha, R., & Kloos, E. (2000). The intervener in early intervention and educational settings for children and youth with deafblindness. (NTAC Briefing Paper). Monmouth, OR: NTAC, Teaching Research, Western Oregon University.

Belote, M. (November 1996). Effective use of interveners for students who are deaf-blind. Paper presented at the TASH Conference, New Orleans, LA.

Deaf-Blind Service Center (November 2000). Support service provider program guidelines. Seattle: Deaf-Blind Service Center.

Deafblind Services Minnesota (1998). Support service provider philosophy and guidelines. Minneapolis: Deafblind Services Minnesota.

Helen Keller National Center (1999). SSP fact sheet. Sands Point, NY: HKNC.

Registry of Interpreters for the Deaf (Rev. ed. 1996). Code of ethics of the Registry of Interpreters for the Deaf. Silver Spring, MD: RID.

Registry of Interpreters for the Deaf (1997). Interpreting in educational settings (K - 12). (Standard Practice Paper). Silver Spring, MD: RID.

Registry of Interpreters for the Deaf (1997). Professional sign language interpreting. (Standard Practice Paper). Silver Spring, MD: RID.

Registry of Interpreters for the Deaf (1998). Generalist certification (CI and CT) examination information bulletin: Introduction to the national testing system (4th ed.). Silver Spring, MD: RID.