EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 1

Challenges Related to Educational Interpreting for Students who are Deaf with Disabilities

Diana Enterlin, Canara Price, Victor Rivera

LaGuardia Community College: AEIP

EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 2

Challenges Related to Educational Interpreting for Students who are Deaf with Disabilities

Deaf Plus is a term used to refer to an individual that has a hearing loss along with

additional disabilities. In 2016, Dr. Christine Borders noted that in the Fall 2015Issue of The

American Annals of the Deaf, new terminology was being introduced to refer to someone

labeled, Deaf Plus. The term that is now being used on is Deaf With Disabilities (DWD.) Dr.

Borders states that although the country is starting to really focus on students who are DWD,

there is still very little information published. (Borders, 2016). DWD refers to individuals who

have disabilities that may be intellectual, mental/neurological, or physical in nature. These

individuals have a unique set of needs, specifically regarding communication, that must be met

by a qualified educational interpreter. Educational interpreters encounter distinctive challenges

when working with this population that may not be experience when working with a population

that is solely deaf.

Intellectual Disability

The Wisconsin Department of Public Instruction - Services for Children with Intellectual

Disabilities, defined intellectual disability (or ID) as, significant limitations both in

intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical

adaptive skills and manifested during the developmental period that adversely affects the child's

educational performance (Stanford, 2013). ID was previously referred to as mental

retardation (or MR) though that terminology is contemporarily considered inappropriate and

derogatory. An individual diagnosed with ID is described as having certain limitations in

cognitive functioning and other skills, including communication, social, and self-care. These

limitations can cause a child to develop and learn at a delayed rate or differently than a typically

developing child. Intellectual disability is the most common developmental disabilities and is
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 3

reported to impact 8.3% of all deaf and hard of hearing students. (Gallaudet Research Institute,

2011; U.S. Department of Education, 2012). Some intellectual disabilities are caused by

syndromes such as Fragile X, Down syndrome, fetal alcohol syndrome and Apert syndrome. ID

may also occur as a result of illness or injury during or soon after birth. Other causes of ID may

occur when a child is older; these might include traumatic brain injury, stroke, or infection

infections. (The Joseph P. Kennedy Jr. Foundation, 2017).

In order to work with a typical deaf student without an additional disability, the

Educational Interpreter Performance Assessment (or EIPA) guidelines state that an interpreter

must meet the minimum qualifications to effectively provide an interpretation of the educational

program. This means that the interpreter should achieve at least a minimum level 3.5 on the

EIPA, as well as have post-secondary training. A Bachelors degree in educational interpreting

or a related field is also recommended. Most child development professionals acknowledge that

interpreters should have skills above a minimum level of an EIPA 3.5.; however, they recognize

that requiring a higher standard (e.g., 4.0 or greater) may not be realistic at this time. Therefore,

requiring that an interpreter demonstrate skills at an EIPA level of 3.5 really is just a minimum

level of competency (Schick, 2007).

Qualifications regarding what is required for interpreters to work with deaf students with

ID are varied, and often those qualifications are not met. There is a huge responsibility for an

interpreter working with deaf students with an ID to have the expertise and experience to identify

and assess needs of the student well enough to contribute to their Individual Education Plan

(IEP) as required by law. This major challenge is particularly prevalent regarding how a DWD

student receives instruction. The interpreter is frequently defined as a Related Service

Provider. To be compliant in this position, the interpreter needs to identify, assess, and manage
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 4

learning and communication patterns that contribute to the students education along with the

teacher. For instance, a suggested general teaching strategy for DWD students is stated as, Be

as concrete as possible. Demonstrate what you mean rather than giving verbal/ASL directions.

Provide hands-on materials, pictures, and experiences that let the student try things out (Deaf

Students With Disabilities Network, 2017). This strategy is directed towards the teacher;

however, it is clear that the interpreter also plays a role in its execution. Students who are DWD

may demonstrate limited expressive language, including sign language and other communication

skills. It may be difficult to determine the actual language knowledge and language potential of

these students. Measures of student comprehension and opportunities for language expression

may be difficult to determine. (Stanford Taylor, 2013). The ability to interpret alone is simply

not enough when working with these students.

. Unfortunately, due to the lack of qualified interpreters in educational settings,

specifically, in settings with students with ID, there is a distinct lack of options regarding who

the student is able to work with as an interpreter. This is a poor attempt at providing quality

education; however, this goes back to the child development professionals who do not think it is

realistic to require a higher qualification level of educational interpreters. Thus, if the education

system does not have a high expectation of interpreters to be qualified in a typical setting, how

then can we accomplish the additional demands placed on an interpreter working to address the

needs of the DWD student? Unfortunately, there are no easy answers or quick fixes.

Mental Illness

The population of students who are DWD include a high incidence of mental illnesses

such as depression, bipolar disorder, schizophrenia, and autism. The prevalence of mental illness

in deaf people appears to be greater than in the general population. The problem stems from the
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 5

lack of access to mental health services, onset, and cause of hearing loss (Lang, 2003). It is also

difficult to differentiate the normal frustration of a deaf persons sometimes inadequate cross-

cultural communication compared to any individual person with psychological problems. The

minuscule 2% of deaf individuals who receive mental health treatment often interact with

clinicians who do not understand deafness or the culture of the community. This affects child

development and in turn the students ability to function effectively in classroom settings.

All of these considerations need to be taken into account when interpreting for students

with mental illness. Most interpreters in educational settings will likely encounter deaf students

on the autism spectrum. Autism has been highly under diagnosed because of the overlapping

characteristics between deafness and autism such as delays in language acquisition, peculiarities

in word use, and social difficulties in peer relationships (Rutter, 1978). Lack of eye contact and

difficulty in deciphering facial expressions is common with children with autism which makes

interpreting difficult. Facial expressions, eye contact, and body language are major aspects of

ASL therefore adapting for the autistic deaf child will be difficult. Naturally, every child has

their own specific needs so the interpreter will need to follow the students IEP. Interpreters may

have to use Manually Supported English, sit next to the student to allow for a closer connection,

and understand the specific behavior of children with autism to be effective in communication.

Depression has often been dismissed as a normal consequence of being deaf. The risk of

nonspecialized clinicians improperly assessing deaf patients even with a qualified interpreter

present is high (Marschark, 2003). This is especially true for children because they lack the

emotional intelligence necessary to express the complexity of their feelings. Interpreters and

teachers in the classroom need to keep a close eye on the deaf student(s) for the telltale signs of

depression such as irritable mood, difficulty concentrating, frequent sadness or crying, and even
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 6

refusing to go to school. The interpreter, being the main source of relaying information to the

deaf student, has a responsibility to monitor the students behavior and express any concerns to

the teacher when necessary. The emotive, behavioral nature of sign communication may mask

depression to the untrained eye (Pollard, 2003). It is also important for the interpreter to be aware

of any counseling, therapy, or medication the depressed student may be undertaking.

Children and adolescents with bipolar disorder and severe mood dysregulation find it

more difficult to make decisions, recognize facial display of emotions, and have a cycle of manic

(irritable) and depressed moods. Despite growing recognition of mental health illness in the Deaf

community, there is little published evidence on approach to diagnosis and interventions (Gupta,

Caddy 2007). When interpreting for a student with bipolar disorder, it is imperative to watch for

any discrepancies in mood and affect. One method is paying attention to the intensity of the

signing of the student. The interpreter (along with the teacher, parents, and anyone who interacts

with the student) should advocate for a healthy lifestyle to ensure a fulfilled life. Bipolar disorder

can be treated a number of ways; medication, exercising regularly, psychotherapy/counseling,

clean eating, and having a supportive network of family and friends.

Schizophrenia is considerably prevalent in the deaf community compared to the hearing

population. Researchers have a several hypotheses regarding how the deaf hear/see the voices

in their head; sub-vocal misinterpretations (moving ones mouth with no audible sounds),

visuomotor representations of speech, and those deaf individuals may actually hallucinate a

manifestation of someone signing/mouthing at them. Interpreters working in secondary

educational settings would be most likely to work with deaf students diagnosed with

schizophrenia because signs do not usually appear until around the age of 12. The most common

treatment is mostly a combination of medication, individual and family psychotherapy, and

EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 7

specialized school programs (Gluck, 2017). If the child in question is an ASL user, it is likely the

school will bring in a highly competent interpreter to facilitate communication in the school

programs and classes. The interpreter should be comfortable working with individuals with

mental illnesses, have a firm grasp on the behavior associated with schizophrenia, and work

closely with the students network.

Physical and Orthopedic Disabilities

Another such incidence of deaf with disabilities comorbid diagnoses is deafness and

physical disability. Some examples of physical disabilities include cerebral palsy, limb loss,

muscular dystrophy, multiple sclerosis, and arthritis. Individuals who are deaf and also have any

of these physical disabilities encounter a distinctly unique set of challenges, specifically

regarding expressive communication and use of an interpreter in an educational setting.

Likewise, educational interpreters encounter unique challenges when interpreting for an

individual who is deaf and has a disability that affects motor control and in turn the ability to be

clearly understood.

Cerebral palsy is a common neurological disorder caused by a non-progressive brain

injury or malformation that occurs while a childs brain is under development. Cerebral palsy is

characterized by an inability to fully control motor function. Cerebral palsy affects body

movement, muscle control, muscle coordination, muscle tone, reflex, posture and balance. It can

also impact fine motor skills, gross motor skills and oral motor functioning. (Definition of

Cerebral Palsy, n.d.). Hearing loss may be related to, or a result of cerebral palsy; however, it

may also occur completely independently. According to Gallaudet studies, 4% of deaf students

are also diagnosed with cerebral palsy (Williams, 2014).

EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 8

There are a multitude of obstacles that an educational interpreter will face when

interpreting for a student who is deaf and has cerebral palsy. One such complication is that a

student with compromised motoric abilities may be difficult to understand and assess properly. A

student who is unable to fully control motor skills or body movements may have difficulty

producing sign language accurately and fluently. It may affect a students ability to produce the

sign with the correct movement or in the correct location; this has the potential to cause frequent

misunderstandings and communication breakdowns even with skilled interpreters.

Another such complication is the conundrum of how to accurately interpret the students

voice when his or her signing indicates a language disorder. Interpreters are faced with a choice

of whether to voice typically as one would for any interpreting situation or choose to voice the

signs as presented and indicate when there are misarticulations. While the latter may sound like

an unorthodox option, it is made in the vein of conveying the message precisely and accurately

so that teacher and therapists may have the ability to properly access a students strengths and

weaknesses. In this way staff would also be able to notice when linguistic gains are made, or if

there is a change that signifies a health or medical problem that should be attended to

(Interpreting for DeafHH Person with CP, 2013).

Another concern regarding students with cerebral palsy is the need for a specific quality

of interpreters that are properly trained and able to work with the population. This specialized

skillset is not always addressed in interpreter training programs, and these students require the

services of experts in the field. It is the responsibility of the interpreter to know how and what

student is communicating despite any motoric difference and build on that in the context of

academics and social situations in the school setting.

EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 9

There are additional considerations regarding mutli-faceted communication to take into

account when interpreting for deaf students with cerebral palsy. Blending methodologies and

technologies as well as combining augmentative and alternative communication (AAC) with sign

language is essential to the success of students who are deaf with cerebral palsy. For example,

one student may benefit from using sign language to expressively participate in the classroom as

well as receptively receiving academic instruction through sign language, However, another

student may, due to motoric limitations, benefit from using an AAC device to expressive him or

herself, but still rely on sign language for receptive language. It is important to keep individuality

as the guiding force when working with this diverse group of students with widely varying

needs.

Another crucial consideration when working with the population of students who are deaf

and have cerebral palsy is the additional wait time necessary in a conversational exchange

(Williams, 2014). Deaf students with cerebral palsy may require additional wait time when

expressing language whether it be signing or using an AAC device. It is important that the

student feels as though his or her contributions are worth waiting for, and therefore valuable. For

this to be possible, it requires patience on behalf of the interpreter, educators, and peers. The

simple process of allowing for additional wait time or not can make or break a communication

event for a student and have critical academic or social implications.

Conclusions

Students who are deaf with disabilies, or DWD, are a unique population with a set of language

and communication needs that are just as unique. Students who are DWD may present with

additional disabilities such as intellectual disabilities, mental illness, or physical and orthopedic

disabilities. Providing quality, qualified educational interpreters who are trained to work with
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 10

these specific populations is crucial to the academic and social success of these students. A

common thread between all of these students who are DWD is the necessity for educational

interpreters and other related staff to recognize that each student has an individualized set of

needs; even students with the exact same comorbid diagnoses may have very different methods

of communicating successfully. Educational interpreters must recognize these differences, work

in cooperation with the rest of the educational team, and use their training, resources, and

creativity to prioritize the specific needs of each student and problem solve challenges as they

arise.
EDUCATIONAL INTERPRETING FOR DEAF WITH DISABILITIES STUDENTS 11

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