Sessions and descriptions below!
SESSION TITLE |
CEU Count |
PRESENTER(S) |
| Addressing Systemic Barriers: Accessibility and Inclusion | 0.2 PS PPO | Amanda Kennon
Laura Polhemus Erica Alley |
| The Big Myth | 0.3 PS | Betty M. Colonomos |
| What Isn’t in your ASL Interpreting | 0.2 PS | Betty M. Colonomos
Theresa Barker-Simms |
| Together, We Rise: The Power of Collaboration! | 0.2 PS | Dr. Kent Schafer
LaShawnda Lowe |
| Interpreters with Disabilities: Exploring History and Revealing Opportunity | 0.2 PS | Erica Alley |
| Amplifying Connections: A Gerontological Guide for Interpreters |
0.2 PS | Jolleen Ives
Jenni Thomas |
| Interpreting in Mental Health Settings Through a Trauma-Informed Lens: Complex Trauma and the Deaf Community | 0.3 PS | Joy Plote |
| Supporting Trans Interpreters: Building a Practical Toolkit | 0.2 PS | Max Thompson |
| Deaf Interpreters’ Unique Perspectives – Panel | 0.2 PS | Miako Villanueva |
| Interpreting in Crisis: Understanding Suicidality and Self- Injury |
0.3 PS | Monique Champagne |
| Standards Progress, Systems Resist: Anti-Racist Values in Practice | 0.2 PS | Nathan Brown |
| Empowering Deaf Interpreters: Building Resilience and Inclusion | 0.3 PS | Pauline Ballentine |
| I have to work with a Deaf Interpreter – How? | 0.2 PS | Pauline Ballentine
Theresa Barker-Simms |
| Leveling Up: Exploring Gatekeeping in the Interpreting Profession | 0.2 PS | Sarah Himmelmann Idler |
| Razzle DASL: A Deaf-guided Theatrical Interpreting Journey | 0.2 PS | Tsana Dimanin
Rachel Berman-Kobylarz Cara Schwartz |
| Beyond ‘Show, Don’t Tell’: Advanced Depiction Strategies for Interpreters | 0.4 PS | Wink Smith Jr |
| Data Inspires Action- Benefits of a State-Wide Interpreter Census | 0.2 PS | Sydney Groven
Tarra Grammenos |
| Anti-Oppression Framework in Interpreting | 0.4 PS-PPO | Su Kyong Isakson |
| RSA Resources for the Journey Onward | 0.2 PS | Su Kyong Isakson
Paula MacDonald CM Hall Doug Bowen-Bailey Donna Walker |
| Being Michelle Screening and Panel Discussion: How Failed Support Systems and Denied Communication Access Impact Power, Privilege, and Prison | 0.3 PS-PPO | Dr. Gabriel Lomas
Mae Thornton Mehra Dr. Mei Kennedy Dr. Deb Guthmann |
| Queer Voices, Strong Teams: Best Practices for Collaboration | 0.2 PS | Jordana Avital
Jay Flanery |
| Standards for interpreting standardized tests | 0.3 PS | Barbara Spiecker
David N Evans |
| Managing the Monster in Your Mind: A Crash Course in Boosting Mental Bandwidth by Taming Your Inner Critic | 0.4 PS | Rebecca “Reb” Kreutzer
Arlyn Anderson |
| Deaf First and Second Generation Refugee, Immigrant, and Asylee Experiences: A Panel Discussion | 0.4 PS | Carly Fischbeck
Ntxhee Sua Vang |
| Integrating Indigenous Interpreters in the BIPOC Equation: Understanding the Indigenous Interpreter and Language Advocate | 0.2 PS-PPO | Angela Blackdeer
Dr. Suzette Garay Cindi Martin Sequoia Hauck |
| Onward & Upward: Effective Practice Resources for Novice Interpreters | 0.2 PS | Doug Bowen-Bailey
Jenny Smith-Hastings Laurie Swabey |
| Making Lessons Visible with Spatial Mapping | 0.2 PS | Jessica Bentley-Sassaman
Michelle Paonessa |
| Considering Legal Settings, What do I need to know? | 0.2 PS-Legal | Jessica Bentley-Sassaman
Alexandria Miller |
| Introducing the BEACON Perspectives of Mentoring with BIPOC Interpreters (BIMP!) | 0.2 PS | Dr. Suzette Garay
LaToya Childs |
| There is an “I” in team: Exploration of Teaming PART 2 | 0.2 PS | Lianne Moccia
David N Evans Kathy Goodson |
| Reading the Room: How Audience Guides Interpreting Decisions | 0.3 PS | Kathy Goodson
Carolyn Kropp |
| Inviting Everyone to a Table That Fits: Dissecting Fatphobia in the Interpreting Profession | 0.2 PS | Erin Sanders-Sigmon
Heather Hanson |
| Beyond the Case: From IEPs to Arrests | 0.2 PS | Juliana Apfel |
| What Does Effective Mentoring Look Like? A Learner-Centered Framework for Mentoring | 0.3 PS | Betty M. Colonomos
Anne Braun |
|
SESSION TITLE: Addressing Systemic Barriers: Accessibility and Inclusion PRESENTER(S):Amanda Kennon | Laura Polhemus | Erica Alley CEU Count: 0.2 PS PPO |
|
SESSION TITLE: The Big Myth PRESENTER(S): Betty M. Colonomos CEU Count: 0.3 PS |
|
SESSION TITLE: What Isn’t in your ASL Interpreting PRESENTER(S): Betty M. Colonomos | Theresa Barker-Simms CEU Count: 0.2 PS |
|
SESSION TITLE: Together, We Rise: The Power of Collaboration! PRESENTER(S): Dr. Kent Schafer | LaShawnda Lowe CEU Count: 0.2 PS |
|
SESSION TITLE: Interpreters with Disabilities: Exploring History and Revealing Opportunity PRESENTER(S): Erica Alley CEU Count: 0.2 PS |
|
SESSION TITLE: Amplifying Connections: A Gerontological Guide for Interpreters PRESENTER(S): Jolleen Ives | Jenni Thomas CEU Count: 0.2 PS |
|
SESSION TITLE: Interpreting in Mental Health Settings Through a Trauma-Informed Lens: Complex Trauma and the Deaf Community PRESENTER(S): Joy Plote CEU Count: 0.3 PS |
|
SESSION TITLE: Supporting Trans Interpreters: Building a Practical Toolkit PRESENTER(S): Max Thompson CEU Count: 0.2 PS |
|
SESSION TITLE: Deaf Interpreters’ Unique Perspectives – Panel PRESENTER(S): Miako Villanueva CEU Count: 0.2 PS |
|
SESSION TITLE: Interpreting in Crisis: Understanding Suicidality and Self-Injury PRESENTER(S): Monique Champagne CEU Count: 0.3 PS |
|
SESSION TITLE: Standards Progress, Systems Resist: Anti-Racist Values in Practice PRESENTER(S): Nathan Brown CEU Count: 0.2 PS |
|
SESSION TITLE: Empowering Deaf Interpreters: Building Resilience and Inclusion PRESENTER(S): Pauline Ballentine CEU Count: 0.3 PS |
|
SESSION TITLE: I have to work with a Deaf Interpreter – How? PRESENTER(S): Pauline Ballentine | Theresa Barker-Simms CEU Count: 0.2 PS |
|
SESSION TITLE: Leveling Up: Exploring Gatekeeping in the Interpreting Profession PRESENTER(S): Sarah Himmelmann Idler CEU Count: 0.2 PS |
|
SESSION TITLE: Razzle DASL: A Deaf-guided Theatrical Interpreting Journey PRESENTER(S): Tsana Dimanin | Rachel Berman-Kobylarz | Cara Schwartz CEU Count: 0.2 PS |
|
SESSION TITLE: Beyond ‘Show, Don’t Tell’: Advanced Depiction Strategies for Interpreters PRESENTER(S): Wink Smith Jr CEU Count: 0.4 PS |
|
SESSION TITLE: Data Inspires Action- Benefits of a State-Wide Interpreter Census PRESENTER(S): Sydney Groven | Tarra Grammenos CEU Count: 0.2 PS |
|
SESSION TITLE: Anti-Oppression Framework in Interpreting PRESENTER(S): Su Kyong Isakson CEU Count: 0.4 PS-PPO |
|
SESSION TITLE: RSA Resources for the Journey Onward PRESENTER(S): Su Kyong Isakson | Paula MacDonald | CM Hall | Doug Bowen-Bailey | Donna Walker CEU Count: 0.2 PS |
|
SESSION TITLE: Being Michelle Screening and Panel Discussion: How Failed Support Systems and Denied Communication Access Impact Power, Privilege, and Prison PRESENTER(S): Dr. Gabriel Lomas | Mae Thornton Mehra | Dr. Mei Kennedy | Dr. Deb Guthmann CEU Count: 0.3 PS-PPO |
|
SESSION TITLE: Queer Voices, Strong Teams: Best Practices for Collaboration PRESENTER(S): Jordana Avital | Jay Flanery CEU Count: 0.2 PS |
|
SESSION TITLE: Standards for interpreting standardized tests PRESENTER(S): Barbara Spiecker | David N Evans CEU Count: 0.3 PS |
|
SESSION TITLE: Managing the Monster in Your Mind: A Crash Course in Boosting Mental Bandwidth by Taming Your Inner Critic PRESENTER(S): Rebecca “Reb” Kreutzer | Arlyn Anderson CEU Count: 0.4 PS |
|
SESSION TITLE: Deaf First and Second Generation Refugee, Immigrant, and Asylee Experiences: A Panel Discussion PRESENTER(S): Carly Fischbeck | Ntxhee Sua Vang CEU Count: 0.4 PS |
|
SESSION TITLE: Integrating Indigenous Interpreters in the BIPOC Equation: Understanding the Indigenous Interpreter and Language Advocate PRESENTER(S): Angela Blackdeer | Dr. Suzette Garay | Cindi Martin | Sequoia Hauck CEU Count: 0.2 PS-PPO |
|
SESSION TITLE: Onward & Upward: Effective Practice Resources for Novice Interpreters PRESENTER(S): Doug Bowen-Bailey | Jenny Smith-Hastings | Laurie Swabey CEU Count: 0.2 PS |
|
SESSION TITLE: Making Lessons Visible with Spatial Mapping PRESENTER(S): Jessica Bentley-Sassaman | Michelle Paonessa CEU Count: 0.2 PS |
|
SESSION TITLE: Considering Legal Settings, What do I need to know? PRESENTER(S): Jessica Bentley-Sassaman & Alexandria Miller CEU Count: 0.2 PS-Legal |
|
SESSION TITLE: Introducing the BEACON Perspectives of Mentoring with BIPOC Interpreters (BIMP!) PRESENTER(S): Dr. Suzette Garay | LaToya Childs CEU Count: 0.2 PS |
|
SESSION TITLE: There is an “I” in team: Exploration of Teaming PART 2 PRESENTER(S): Lianne Moccia | David N Evans | Kathy Goodson CEU Count: 0.2 PS |
|
SESSION TITLE: Reading the Room: How Audience Guides Interpreting Decisions PRESENTER(S): Kathy Goodson | Carolyn Kropp CEU Count: 0.3 PS |
|
SESSION TITLE: Inviting Everyone to a Table That Fits: Dissecting Fatphobia in the Interpreting Profession PRESENTER(S): Erin Sanders-Sigmon | Heather Hanson CEU Count: 0.2 PS |
|
SESSION TITLE: Beyond the Case: From IEPs to Arrests PRESENTER(S): Juliana Apfel CEU Count: 0.2 PS |
|
SESSION TITLE: What Does Effective Mentoring Look Like? A Learner-Centered Framework for Mentoring PRESENTER(S): Betty M. Colonomos | Anne Braun CEU Count: 0.3 PS |
Erica Alley
Erica Alley, PhD, NIC Adv works within the Health Equity Strategy and Innovation Division at the Minnesota Department of Health (MDH). In this position she serves as the Sign Language Interpreting Lead as well as a member of the Policy and Systems Change team. Erica holds a doctorate in ASL-English Interpreting Research and Pedagogy as well as a Master of Arts in Interpreting from Gallaudet University. She has published and presented on the topics of video relay service, video remote interpreting, and the influence of hedging and hesitations used in the interpreting process on the impression made by deaf job applicants. After diagnosis with multiple sclerosis in 2021, Erica began researching the experiences of interpreters with disabilities and the strategies we apply to our work.
Arlyn Anderson
Arlyn is a compassion fatigue educator and internationally credentialed life and leadership coach. With dedication to the interpreting community, she has contributed to the RID Standard Practice Papers on Mental Health Interpreting and Video Remote Interpreting, as well as the NCIEC Mental Health Interpreting Domains and Competencies. In her private coaching practice, Arlyn supports interpreters and therapists in emotionally-charged settings, focusing on restoring wholeness, compassion, and purpose. As the co-founder of the Peer Support and Consultation Project for Interpreters Working (PSCPI), Arlyn facilitates in-person supportive peer supervision and virtual consultation groups. She authored the “Whole Interpreter’s Guide to Mental Health Interpreting” and holds an MA in Human Development from St. Mary’s University. Arlyn is the owner of Whole Interpreter Enterprises, LLC and ID Matters.biz. In her downtime, you’ll find her coaching aboard her sailboat, Freelancer.
Juliana Apfel
Juliana Apfel is a Deaf Latine interpreter, translator, trainer, and presenter with Mexican roots, originally from Arizona and now based in DC. She holds two Master of Science degrees—one in Forensic Psychology from Arizona State University and another in Healthcare Interpreting from RIT—along with a Bachelor’s degree from Gallaudet University. Juliana’s interpreting experience spans forensic, medical, legal, post-secondary, and K-12 settings, including platform work.
Currently, she serves as the Chair of the Legal Interpreters Member Section for RID, where she advocates for growth and inclusivity in the field. Her passion for mentoring and interpreter education is evident in her work as a trainer and presenter, providing professionals with meaningful insights into inclusivity, professionalism, and supporting underrepresented voices. Juliana’s multicultural background and commitment to advancing the profession bring a unique, empowering lens to her sessions.
Jordana Avital
Jordana Avital is a freelance interpreter based in the Denver metro area. She earned her B.S. in Linguistics from the University of Southern Maine and her M.A. in Interpreting from St. Catherine University. In addition to her interpreting work, Jordana is passionate about educating future interpreters, teaching both at the Community College of Aurora and through her own company, Poly Speak. When she’s not training and interpreting, she enjoys playing roller derby and spending time with her beloved pets.
Dr. Pauline Ballentine
Dr. Pauline Ballentine holds a Doctor of Education in Deaf Studies and is a Certified Deaf Interpreter (CDI) with a Colorado Legal Credential, bringing deep expertise to the field of Deaf and hearing interpreter collaboration. As an interpreting educator, freelance interpreter, translator, and trainer, Dr. Ballentine has extensive national experience in training and assessment for interpreters, specializing in fostering effective DI-HI teamwork in various settings.
She serves as the board chair at Rocky Mountain Deaf School and is the treasurer for Colorado RID, where her leadership and advocacy help shape interpreting standards and accessibility. With a wealth of experience on high-level boards at both local and national levels, she actively contributes to advancing interpreting practices.
Dr. Ballentine’s research is rooted in understanding and improving the collaborative dynamics between Deaf and hearing interpreters, emphasizing cultural competency, “feeding” strategies, and best practices in American Sign Language (ASL) and interpreting across diverse settings. Her work offers valuable insights into the art of feedback, team roles, and communication strategies essential for high-quality service, making her an expert and a leading voice in the interpreting community.
Angela Blackdeer
Angela Blackdeer, founder and CEO of Verto and The Indigenous Interpreters Organization, is a trailblazer in transforming interpreting services. A nationally certified sign language interpreter and 2012 Interpreter of the Year, Angela brings passion and expertise to her work, focusing on the accessibility of Native American spaces, including theatrical productions for Deaf audiences. At Verto, she has developed innovative platforms like LingoForce and VoSee, using AI to connect interpreters in new ways. With degrees in Special Education and Rehabilitation from the University of Arizona and Organizational Leadership from St. Catherine University, Angela combines academic excellence with professional impact. Rooted in her Dakotah values, Angela leads with a vision that supports interpreters across sectors, improving both healthcare access and cultural inclusion through ASL interpretation.
Doug Bowen-Bailey
As the project director of the CATIE Center’s Dive In project, Doug Bowen-Bailey seeks innovative ways to support recent graduates on their journey to becoming practicing professionals. He worked on the CATIE Center team from 2017-2021 with the Graduation to Certification program and collaborated on many CATIE projects before becoming a staff member, with a special emphasis on creating resources for interpreter skill development.
In addition to working with the CATIE Center, he interprets in the community, serves as a co-chair for Minnesota RID’s Professional Development Committee, and has been part of racial justice organizing since 1998. He received his MA in Interpreting Studies and Communication Equity in 2019 from St. Catherine University, with a project focused on understanding best practices for teaching interpreters about power, privilege, and oppression. Doug lives in Duluth, MN, with his partner, Holly. His best thinking often happens while he is on a bicycle, and so is grateful for any chance to be out on the roads and trails on two wheels.
Nathan Brown
Nathan Brown, MA, NIC is a Black nationally certified ASL Interpreter who has been in the field for over 20 years working as a freelance interpreter in his native San Diego. He is an interpreter educator working at San Diego Mesa College and a Program Manager for Interpreter Preparation Programs at Sorenson. Nathan completed his graduate studies at Western Oregon University with an emphasis in Teaching where he researched anti-racism in interpreting standards. His passion in interpreter education is working towards equity for students, deaf clients, and interpreters who come from historically marginalized backgrounds.
Monique Champagne
Monique Champagne is a working sign language interpreter with over 20 years of experience, a trained psychotherapist in the state of Texas, and an educator and researcher in the field of mental health and sign language interpreting. As a Child of Deaf Adults (CODA), she possesses a unique cultural insight into the Deaf community and the role of sign language interpreters.
Passionate about mental health and wellness, Monique’s approach is grounded in humanism, social justice, and multiculturalism, and she is passionate about empowering interpreters to navigate mental health topics and complexities in the interpreting profession with confidence and compassion. Monique founded Healing Haven Outreach Services, an organization that provides tailored training and coaching opportunities to interpreters around the country. Her mission is to foster interpreters’ skills, knowledge, and competence in the critical area of mental health interpreting in all settings and equip them to thrive both professionally and personally. Read her work, “A Qualitative Exploration of Work Values and Job Satisfaction Among Sign Language Interpreters,” in RID’s Journal of Interpretation (2020).
LaToya Childs
Ms. LaToya Childs is a native of Atlanta, GA. She has spent 20 years in the interpreting profession. Her passion includes mentoring novice and aspiring interpreters. Her educational background includes a B.A in Sign Language Interpreting, MS in Management and Leadership/Instructional Design. She is currently working on her Ed.D with a focus on Higher Education Administration and Leadership. She is also currently President of the National Alliance of Black Interpreters-Atlanta and instructing interpreters in the post-secondary setting. LaToya has been involved with the Diversity Academy for Interpreters for the past three years providing workshops on the topics of mentoring and is currently the board secretary of the BEACON Interpreting Mentoring Program, Inc. (BIMP!) focusing on hearing BIPOC mentor interpreter’s needs.
Betty M. Colonomos
Betty M. Colonomos, currently serving as Director of the Bilingual Mediation Center, is a Heritage ASL signer. She has been teaching interpreting for over 45 years nationally and internationally. Her academic training has been in Deaf Education/Speech Pathology (undergraduate), Counseling (graduate) and Linguistics (doctoral.) Betty was awarded the Masters Comprehensive Skills Certificate (MCSC) from RID in 1980. She was the second recipient of the Mary Stotler Award for excellence in Interpreter Education from CIT and, in September 2022, she received the CIT award for Excellence in Teaching. Betty has served on many national committees on standards and evaluation of interpreters and interpreter educators. She has developed the widely used model (Integrated Model of Interpreting – IMI) for teaching processes used in interpreting. Her current energies are focused on creating Communities of Reflective Practitioners and mentoring those who want to continue to elevate the interpreting field and provide quality services to Deaf and hearing communities.
Tsana Dimanin
Tsana Dimanin has her BA in Acting from Emerson College, MSW from Boston College, and is a Nationally Certified American Sign Language Interpreter. For the last 13 years, Tsana has been interpreting in a variety of settings in the Boston area but among her favorite is artistic interpreting for shows like Queen of Versailles (Colonial Theatre), Come From Away (Broadway in Boston), Company (Broadway in Boston), Moulin Rouge (Broadway in Boston), Chicago (Broadway in Boston), Prayer for the French Republic (Huntington Theater), Into The Woods (Colonial Theatre), and Wicked (Broadway in Boston).
Originally from Detroit, Michigan, Tsana also coordinates communication access for several settings in the Boston-area, in addition to being a Social Worker and professor at Boston College, Boston University, and Simmons University. She has presented workshops on a myriad of interpreting and social work related topics, and in/formally mentoring newer interpreters, which she loves doing. In her spare time, she teaches exercise classes and spends time with her adorable cat, Paczki and her partner, Dave. Thank you to Rachel and Cara for everything you do and all we do together!
David N Evans
David has been involved with standardized test translation since the early 2000s. He’s been fortunate to collaborate with subject matter experts (SMEs) and talented translators over the years as he’s neither a scientist nor mathematician by training or innate skill. He enjoys the challenge of translating dense and complex English texts into equally dense and complex ASL texts, even more so when approached collaboratively (which is a must)! So, it is with delight that David gets to co-present this workshop to provide opportunity to practice and think about translating standardized tests.
David is a student of the Integrated Model of Interpreting (IMI), which allows practitioners to view and analyze their work in holistic and non-evaluative terms, and is dedicated to the practice continuous improvement of our work through reflective dialogue at the Etna Project: A Community of Reflective Practitioners.
David has been educating interpreters since 1991. He founded Bridge Communications in 1996 to further advance the work of supporting interpreters. He has been honored to present at national conferences for the National Alliance of Black Interpreters (NAOBI), National Association of the Deaf (NAD), and Registry of Interpreters for the Deaf (RID), as well as numerous regional, state, and local conferences. David lives in Minneapolis, where he has befriended the squirrels in his backyard. He loves to read, dance, play Frisbee, and walk city’s many lakes.
Carly Fischbeck
Carly Fischbeck is an NIC-certified interpreter residing in the Twin Cities area of Minnesota. Carly has been practicing as an interpreter for over ten years, specializing in educational interpreting. She earned her bachelor’s degree in interpreting from St. Catherine University. She later returned to St. Catherine’s, where she received her Master of Arts in Interpreting Studies and Communication Equity (MAISCE). Her thesis focused on interpreters’ strategies when working with deaf refugee, immigrant, and asylee (RIA) students, research inspired by her own experiences working with students in this population. As a graduate student, she presented this work at the Conference of Interpreter Trainers. In 2021, her work was included in the book Advances in Educational Interpreting by Betsy Winston and Stephen Fitzmaurice (eds.). She recently presented on strategies for working with deaf RIAs for the Mental Health Interpreter Training program.
In her current work, Carly engages with middle and high school students who have varying levels of language exposure, from students without an L1 to those with strong linguistic foundations. Many of these students are deaf RIAs. She works with these students as an interpreter, but also focuses on helping students acclimate to their new environment conceptually, socially, and linguistically so that they can take hold of their new lives. She is fortunate to work with several deaf staff members, many of whom are also RIAs. Many of her current practices come from the advice of these colleagues. Carly also enjoys interpreting at the college level, mentoring interpreting students and colleagues, and religious interpreting. She has been a frequent teaching assistant and volunteer with the St. Catherine University interpreter training program.
When not at work, Carly enjoys spending time with her family, which includes her husband, her two young boys, and two Siberian Huskies; reading; and gardening.
Jay Flanery
Growing up in Colorado, Jay Flanery is a white, Queer, neurodiverse, ASL and English Interpreter. They graduated with their bachelor’s degree in ASL Interpreting from William Woods University, and is also an alumni of the Pikes Peak State College interpreting preparation program. Jay has also held a staff interpreter position at WellPower, Denver’s community based mental health center. He has also coordinated for Denver and Colorado Springs Pride events. Jay would be remiss to exclude his unique experience of being heavily involved with the Deaf-Queer community of the front range. Their stories continue to inform and shape Jay’s best practices when working with Deaf-Queer folks.
Dr. Suzette Garay
Dr. Suzette Garay- is a third generational Latine from South America, Nicaragua. Many of her familial members are deeply rooted in the Mayan indigenous ancestors’ ways, and she is a third member of her family who was born Deaf (non ASL-Spanish speaking only). She holds the following degrees: BA, MA. and a Ph.D. Her major areas of studies are Special Education with an emphasis on Deafness and Learning Disabilities, Psychology, and teaching of American Sign Language. She currently is a retired Educational Psychologist and teaches online RID PPO training courses and provides DEIB consultation services with various national and state organizations. She also owns a private practice working with many families, individuals, and private business owners about antiracist interpreting practices, accessibility, diversity, and is a staunch advocate with diverse Deaf, Hard-of-Hearing, and Deaf-Blind consumers.
Dr. Garay is currently the founder of the BEACON Interpreter Mentoring Program, Inc. (BIMP!) and her primary role is working with BIPOC mentees ensuring access to mentoring opportunities. She also has invaluable personal experience and success teaching, evaluating, and mentoring diverse Deaf individuals and/or consumers from underprivileged, underrepresented, socio-economic backgrounds. Dr. Garay can be reached at www.thediversityacademy.com.
Kathy Goodson
Kathy Goodson is President of the Southern California Registry of Interpreters for the Deaf (SCRID). Her interpreting life involves providing sign language interpreting services across Southern California. She holds national certification (RID CI and CT), and has an MA degree in Communication Studies/Linguistics. Kathy has been a practitioner of the Integrated Model of Interpreting (IMI) for over twenty years. Her passion for the cognitive process of interpreting is fueled by a practice of reflective dialogue with colleagues.
Tarra Grammenos
Tarra Grammenos, M.S., SC:L, NIC Adv. holds a Master’s Degree in Criminal Justice, a Graduate Certificate in Legal Interpreting, a Bachelor’s Degree in Psychology of Deviance, and associate’s Degree in ASL/English Interpreting. Born and raised in Minnesota, Tarra has been an ASL/English Interpreter for almost 20 years. Since the death of her youngest brother to suicide in 2017, Tarra has immersed herself in the field of suicidology. She travels around the country, presenting to the Deaf and interpreting community about the reality that is suicide. She also co-facilitates two monthly suicide loss support groups, one entirely in ASL, hosts an ASL event for the International Survivors of Suicide Loss Day by AFSP, attends Out of the Darkness walks, co-conducted a Psychological Autopsy Investigation, is ASIST Certified by LivingWorks, and recently presented for the International Association for Suicide Prevention.
Sydney Groven
Sydney Groven, M.A., NIC, is an ASL/English interpreter in Minnesota. She spent several years working closely together on the MRID Board of Directors and the MRID Census Committee. Sydney was part of a 2021 Minnesota Census Project where she designed a state-wide interpreter census to gather critical information about the local interpreting community. When not volunteering for MRID, Sydney is a full-time professor in an interpreting program.
Dr. Deb Guthmann
ADVISOR DEB GUTHMANN, Ed.D., NIC, is a nationally recognized lecturer, administrator, researcher, educator, expert witness and advocate with over 40 years of extensive experience in service to the deaf and hard of hearing(D/HH) community. She is the founding Director of the Minnesota Substance Use Disorder Program for Deaf and Hard of Hearing Individuals which is one of the first inpatient treatment programs serving this population in the United States. Dr. Guthmann is one of the editors and a contributor for a book published by Gallaudet Press titled “Deaf People in the Criminal Justice System: Selected Topics on Advocacy, Incarceration and Social Justice.” Dr. Guthmann is a nationally certified interpreter and the past President and current Vice President of The American Deafness and Rehabilitation Association (ADARA).
CM Hall
CM Hall manages several career positions in the fields of interpreting grant administration, teaching, and political campaign training. She is the co-director of the Protactile Language Interpreting National Education Program and teaches DeafBlind Culture, Communication & Co-Navigating, and LGBTQ+ sociology courses at Western Oregon University. Among her professional accomplishments, CM co-created DiscoverInterpreting.org and the Facebook group to encourage those considering a career in interpreting. CM successfully ran the national campaign to convince the Unicode Consortium to add the ASL “I Love You” handshape to text emoji options on smart devices.
CM is also the Executive Director for Emerge Oregon, a PAC focused on inspiring Democratic women to run for office. She is serving in her second term on the Newport, Oregon City Council and is host and producer of Her Own Wings, a podcast featuring Oregon women leaders in government.
Heather Hanson
Heather Hanson, a fat, queer, neurodivergent, Aquarius, white, hearing, and second-generation interpreter. I currently reside on the land of the Massachusett people, from which the state of Massachusetts received its name, meaning “large hill place”—now known as Boston, Massachusetts. I work as a freelance ASL/English interpreter. I hold a Master of Arts in Social Justice and Community Organizing, which informs how I navigate my day-to-day life. I enjoy connecting with humans and learning new things about the world around me. As part of my healing practice, you’ll find me in therapy and occasionally making a fool of myself on the dance floor.
Jenny Smith-Hastings
Jenny Smith-Hastings is a program specialist at the CATIE Center, where she has been dedicated to supporting novice interpreters in achieving their professional goals since 2018. Her work involves providing guidance, resources, and opportunities for interpreters to grow in their field.
In addition to her role at the CATIE Center, Jenny is involved in mentoring, conducting ASL assessments, and assisting interpreters in securing work within their communities. She enjoys using her skills to support others in the interpreting field.
Jenny lives in the countryside of Faribault, MN, with her partner, Ryan. In her free time, she enjoys spending time with her eight cats and a lively flock of over 30 chickens, embracing her love of animals and country living.
Sequoia Hauck
Sequoia Hauck is a two-spirit, queer, Anishinaabe and Hupa filmmaker and interdisciplinary artist and director who creates work that indigenizes the process of art-making. They are an Indigenous Interpreter working with the Indigenous Interpreter Organization, and volunteering at LingoForce. Their work weaves Indigenous epistemologies, indigiqueer identity, and the possibilities of Indigenous futurism. They graduated from the University of Minnesota-Twin Cities with a B.A. in American Indian Studies. Sequoia has worked on and offstage with organizations such as Aniccha Arts, Art Shanty Projects, Exposed Brick Theatre, Guthrie Theater, The Jungle Theater, Māoriland Film Festival, An Opera Theatre (AOT), Pangea World Theater, Patrick’s Cabaret, Poetry and Pie, Rosy Simas Danse, The Southern Theater, Taja Will Ensemble and Turtle Theater Collective. Sequoia is a 2023 Jerome Hill Artist Fellow and First Peoples Fund Cultural Capital Fellow as well as an Aniccha Arts Artistic Associate. www.sequoiahauck.com
Sarah Himmelmann Idler
Sarah is a nationally certified Deaf ASL interpreter with expertise in medical and legal interpreting. She holds a Master’s degree in Interpreting Studies and Communication Equity, underscoring her commitment to bridging linguistic and cultural gaps in diverse settings. As an adjunct professor at American River College’s Interpreter Preparation Program in Sacramento, Sarah focuses on advancing professionalism and inclusivity in the interpreting field. She is dedicated to cultivating cultural competency and ethical practices, preparing future interpreters to deliver equitable and accessible services. Her classroom approach reflects her passion for empowering students to understand and engage with the Deaf community’s diverse perspectives, ensuring interpreters are both culturally attuned and ethically grounded.
Su Kyong Isakson
Su Kyong Isakson, MA, NIC, Ed:K-12, is the daughter of Deaf South Korean immigrants. As a Coda, Su Kyong’s heritage languages are Korean Sign Language and Korean. She began her professional interpreting career in 2009 and is an Associate Professor in the Interpreter Preparation Program at the Community College of Baltimore County in Catonsville, MD. Ms. Isakson is co-founder of The Coda Network, an online learning community for Codas seeking personal and professional development. Most recently, her focus has been supporting the Asian Deaf and Coda communities through her work. Since 2017 Su Kyong has served as Center for Atypical Language Interpreter panelist, content contributor, module and Practical Application Virtual Experience facilitator.
Jolleen Ives
Jolleen Ives is a seasoned medical and mental health interpreter with 20 years of experience. She currently serves as a full-time Medical Staff Interpreter, specializing in healthcare and mental health settings. Her foundational experience in healthcare began as a volunteer Firefighter/EMT-Basic, where she acquired a comprehensive understanding of emergency medicine and triage.
A pivotal experience that shaped Jolleen’s professional perspective occurred when she advocated for her grandmother during her cancer treatment. Despite her grandmother’s long-standing rapport with her clinicians, Jolleen recognized that aging, even in the absence of cognitive decline, can precipitate subtle yet significant breakdowns in communication. She understood that her grandmother’s ability to access medical care required space to be provided in which her questions could be fully explored and addressed. This experience underscored the importance of advocating for clear communication, particularly within marginalized groups whose voices are often overlooked.
Jolleen has shared her expertise through presentations on interpreting standards, mental health practices, and licensure advocacy. She played an instrumental role in the passage of Oregon’s 2023 interpreter licensure bill, working in close collaboration with the Oregon Association of the Deaf. The bill, which ensures minimum professional standards for interpreters, exemplifies her commitment to increasing accountability and raising the bar for the profession statewide.
Jolleen regularly engages in supervision with fellow interpreters, fostering dialogue on reflective practice, the intricacies of mental health interpreting, and the unique challenges of working with aging clients. Her work is dedicated to advancing the field of interpretation while ensuring access to essential resources and support.
Outside of her professional life, Jolleen is a devoted mother to two children and places great importance on health and wellness. She is preparing for an upcoming marathon, reflecting her passion for running. Jolleen and her family also enjoy cultivating a deep connection to nature.
Dr. Mei Kennedy
IMPACT ADVISOR DR. MEI KENNEDY, Ed.D. has experienced navigating the justice system firsthand while supporting her Deaf father, who was incarcerated for seven and half years in a United States federal prison. She is a 3rd-generation Deaf parent, and an advocate of a hearing son with autism. With a doctorate degree in Instructional Design for Online Learning, Dr. Kennedy provides strategic consulting services on integrating technology to improve the learning experience for Deaf students. Dr. Kennedy serves on the board of Telecommunications for the Deaf and Hard of Hearing, Inc (TDI) and Communication Service for the Deaf (CSD).
Amanda Kennon
Amanda Kennon, MA, NIC, VQAS CLT I is a freelance ASL-English interpreter, aspiring Cued Language Transliterator, mentor, and presenter from West Chester, PA. She received her B.A. in Interpreting and ASL/ Deaf Studies from Maryville College and her M.A. in. Interdisciplinary Studies: Individualized Studies: Ethics and Interpreting from George Mason University, completing her Capstone Project, “Ethics & Professional Identity: A Proposed Curriculum for Students in Interpreter Education Programs.” During her seventeen-year career, Amanda has worked as staff and freelance in various settings, most notably K-12, postsecondary, and government. In addition to mentoring students and novice interpreters, Amanda has served on the VRID Board and worked with the Center for Atypical Language (CALI) as a Supervising Partner. Passionate about professional and reflective practices, Amanda has presented at 2016 PCRID, 2016 & 2018 VRID, and 2023 PARID Conferences. Parenting a neurodivergent child spurred her to explore the neurodivergent community and her own neurodivergence. In collaboration with Dr. Laura Polhemus, she has been researching neurodiversity in the interpreting field and co-presented at the 2023 RID National Conference, RID EATE Neurodiversity webinar series (April 2024), and 2024 Conference of Interpreter Trainers.
Rebecca “Reb” Kreutzer is an accomplished American Sign Language (ASL) specialist and educator, deeply rooted in Deaf culture through her multi-generational Deaf family upbringing. She serves as the ASL Specialist III and Interpreter Outreach Team Coordinator at Eastern Kentucky University’s American Sign Language & Interpreter Education program.
Rebecca graduated Cum Laude from EKU’s Interpreter Training Program and is currently pursuing a Master’s Degree in Teaching American Sign Language at the University of Northern Colorado. In addition to her academic endeavors, she is a Deaf Interpreter, providing expert interpreting services for conferences, workshops, and the Deaf community.
A resident of Lexington, Kentucky, Rebecca also serves on the Kentucky Board of Interpreters, contributing her expertise to advance the field of interpreting and ASL education.
Carolyn Kropp
Carolyn Kropp has been interpreting professionally since 1995 after receiving training at The Bicultural Center and Gallaudet University in Washington, D.C. Introduced to the Integrated Model of Interpreting (IMI) in 1992 she still actively studies it as a practitioner with colleagues at RIT/NTID and the Etna project. Carolyn has experience facilitating Foundations and IMI seminars with Betty Colonomos and Professional Development workshops in the Department of Access Services at RIT/NTID. Being both a student and facilitator of IMI helps to further her understanding of the model, her own interpreting process and ways to engage in reflective and respectful dialogue with colleagues about the work and mentoring experiences.
She began her career in the Central and Western New York regions gaining experience while interpreting in local and rural communities until settling in Rochester in 1998. Her experiences span a variety of settings including conferences, medical and mental health, legal, business and community venues. Currently, Carolyn works as a non-academic interpreter in the Department of Access Services at RIT/NTID where she is working to facilitate the growth of IMI and Process Mediation in the department. Prior to becoming an interpreter Carolyn received a Bachelor of Science degree from Utica College in Therapeutic Recreation with a minor in Business Administration.
Dr. Gabriel Lomas
ADVISOR GABRIEL LOMAS, PhD, is a Professor of Counseling and Director of Counseling Programs at Gallaudet University. He has done extensive work in the field of forensic evaluation and is a popular expert witness in court cases across the nation. Lomas has served as the co-editor for the Journal of the American Deafness and Rehabilitation Association, as well as on the editorial boards of numerous journals in counseling and psychology. He is an editor and contributor for Deaf People in the Criminal Justice System, released in 2021 by Gallaudet Press.
LaShawnda (Shawnda) Lowe
LaShawnda (Shawnda) Lowe, MS, NIC, QMHI is a freelance interpreter based in Alabama, specializing in mental health, K-12, post-secondary, medical, and Video Relay Service (VRS) interpreting. She holds a Bachelor’s degree in American Sign Language/Interpreting from Valdosta State University and a Master’s degree in Clinical Mental Health Counseling from Walden University. Shawnda completed her clinical internship at the Alabama Department of Mental Health’s Office of Deaf Services. Outside of interpreting, she is a passionate advocate for holistic health, being a certified Reiki practitioner and a 200-hour Registered Yoga Teacher. When not interpreting, Shawnda enjoys spending time with loved ones, traveling, and reading.
Paula MacDonald
Paula MacDonald is a reflective English/ASL Interpreter practitioner specializing in Deaf Professional/Designating Interpreting, legislative, government, conference, mental health ,and DeafBlind (ProTactile, Tactile and Low Vision) settings since 2009. She holds a Certificate in Deaf Studies, an A.A.S. in English/ASL Interpreting and Transliteration, a B.A. in Multicultural Interpreting, and a M.S. in Interpreting Pedagogy-completing her teaching practicum at Karl-Franzens University, Graz, Austria. Since 2013, she has worked as an instructional designer and online educator using a variety of learning management systems. She intentionally applies evidence-based best practices to culturally relevant pedagogical, andragogical, and heutagogical curricula design for adult and non-traditional learners.
Cindi Martin
Cindi Martin (she/her) is an Anishinaabe Deaf woman from Red Lake Nation who grew up in South Minneapolis. She is a well-known activist and educator. Her many years of leadership and volunteer work in Deaf, DeafBlind, and Hard of Hearing communities have finely honed her skills in cultural awareness and diverse communication. In her work, she strives to foster greater understanding, awareness, and access for these communities. Cindi was the Director of ASL/Deaf Cultural Consultant for Guthrie’s For the People, and she is passionate about storytelling as an avenue to gain a deeper understanding of our individual and community experiences. Through storytelling and community outreach, she immerses herself in social justice work. Cindi is a member of the Native Advisory Council at the Guthrie Theater.
In her free time, Cindi enjoys being with family and volunteering in the community, and she has co-founded the Indigenous Interpeter Organization, which is striving to create more accessibility in Native spaces with exceptional ASL interpreters.
Mae Thornton Mehra
Professional/Designating Interpreting, legislative, government, conference, mental health, and DeafBlind (ProTactile, Tactile and Low Vision) settings since 2009. She holds a Certificate in Deaf Studies, an A.A.S. in English/ASL Interpreting and Transliteration, a B.A. in Multicultural Interpreting, and an M.S. in Interpreting Pedagogy-completing her teaching practicum at Karl-Franzens University, Graz, Austria. Since 2013, she has worked as an instructional designer and online educator using a variety of learning management systems. She intentionally applies evidence-based best practices to culturally relevant pedagogical, andragogical, and heutagogical curricula design for adult and non-traditional learners.
Alexandria Miller
Alexandria is a Deaf employee at the Department of Justice who carries a rich experience of understanding how the language functions in the interpreting process. She has worked with sign language interpreters for more than thirteen years and is from a Deaf family where signing is the primary mode of communication. She has graduated from Seymour Joseph Institute’s Interpreting in Training Program, where she and others were the first Deaf CDIs to graduate from the program. Alexandria has taught classes at the Interpreting in Training Program: Ethics in Interpreting, Contrasting of the Interpreting Models, Legal Interpreting, and Working with the Deaf Interpreter. She obtained her Master of Science in Criminal Justice Administration from Tiffin University and has worked in the Tri-States as a freelance Certified Deaf interpreter.
Lianne Moccia
Originally from Boston, Lianne took her first “sign language” class at The Learning Center in Framingham, MA. After time in NC and AZ Lianne returned to northern New England with a Masters degree and RID certification and has been working as a private practice community interpreter for over forty years. She lives with her husband on 34 acres of land, growing food and flowers.
Early in her career Lianne was fortunate to meet colleagues in rural Vermont who brought her to The Bicultural Center in Maryland where she met MJ Bienvenu and Betty Colonomos. Their work turned her work on its head. The Integrated Model of Interpreting has been the foundation of her work ever since.
Lianne’s community practice extends throughout Vermont and New Hampshire. Involved in both VTRID and NHRID, she started the Vermont Mentorship Project and has held board positions in both affiliate chapters. She has taught workshops throughout New England and beyond, coordinated the Etna Project NH since its inception in 2002, and has been on the instructional team for the life of the IRIS project. Her collaboration with the Bilingual Mediation Center has taken her across the US and onto zoom screens with hundreds of colleagues, sharing a learning environment that permits, invites and encourages cognitive intimacy and growth.
Lianne has a BA from Fordham University and an M.Ed from the University of Arizona.
Michelle Paonessa
Michelle Paonessa, MSW, M.Ed, is an Instructor and the program coordinator of the ASL/English Interpreting at the Commonwealth University of Pennsylvania – Bloomsburg. Michelle earned her bachelor’s from Slippery Rock University in Psychology, her Master’s in Social Work from the University of Pittsburgh, her Master’s in Education: Concentration in Online Instruction from the Franciscan University of Steubenville, and her Master’s in Deaf Education from St. Joseph’s University. Michelle has taught American Sign Language for over 11 years and has worked in diverse educational environments. She has taught at the community, elementary, secondary, and collegiate levels.
Joy Plote
Joy Plote is a licensed counselor, certified interpreter (CI/CT), and educator with over three decades of experience working in the fields of mental health and interpreting. Specializing in trauma-informed care, Joy brings a unique perspective to interpreting, bridging the gap between clinical understanding and linguistic expertise. She has worked extensively with the Deaf community, Codas, and interpreters, providing insights into how trauma impacts communication and the interpreting process.
As a mental health practitioner, Joy is trained in trauma-focused modalities such as EMDR (Eye Movement Desensitization and Reprocessing), Brainspotting, and Internal Family Systems (IFS). Her clinical expertise in treating complex trauma, language deprivation syndrome, and intergenerational trauma informs her approach to trauma-informed interpreting. She emphasizes the importance of recognizing emotional and physiological cues during interpretation and using strategies to maintain professional boundaries while fostering effective communication.
Joy has presented at numerous conferences, including ADARA and CODA International, on topics ranging from trauma recovery to intergenerational trauma in Codas. Her workshops focus on equipping interpreters with practical tools to navigate challenging mental health settings, incorporating trauma-informed principles such as safety, empowerment, and cultural sensitivity.
Passionate about education, Joy develops training programs and workshops that empower interpreters to approach their work with empathy, ethical awareness, and cultural humility. Through her advocacy and teaching, she seeks to enhance the collaboration between mental health professionals and interpreters, ultimately improving access to equitable and effective care for the Deaf community.
Laura Maddux Polhemus
Laura Maddux Polhemus, PhD, NIC Advanced, BEI Advanced, has been involved with the Deaf community for more than 23 years. After a BBA in Business Administration, AAS in Interpreter Training, and MA in Applied Linguistics, Laura received her PhD in interpretation from Gallaudet University in 2015. Her dissertation resulted in a publication, “Source Attribution in ASL-English Interpreter Education: Testing a Method”. While obtaining her PhD she was diagnosed with ADHD, and has been on a journey to discover what that means in her life and work ever since. She has also investigated self-talk in interpreters, and published “The Committee in My Head: Examining Self-Talk of American Sign Language-English Interpreters”. She has conducted research on how novices and experts experience self-talk and how to improve interpreting students’ self-efficacy. She is currently an Assistant Professor at Bethel
Jessica Bentley-Sassaman
Jessica Bentley-Sassaman, Ed.D., is an Associate Professor of ASL/English Interpreting at Commonwealth University of Pennsylvania: Bloomsburg. Jessica earned her bachelor’s from Bloomsburg University in Interpreting for the Deaf and Hard of Hearing, her Master of Arts from Gallaudet University in Linguistics, and a Doctoral Degree in Education from Walden University: her student was focused on Deaf and hearing interpreter teams and the teamwork aspect of their work. She has earned her CI, CT, and SC:L from RID and hold the ED:K-12 certification. She is a master certified interpreter through the Administrative Offices of the Pennsylvania Courts legal interpreter program. She interprets in various settings like legal, government, and religious. Jessica has published articles related to mentoring and Deaf-hearing interpreter teams and has presented workshops on several topics.
Dr. Kent Schafer
Kent Schafer, MA, MSE, PhD, NCSP, has a background in psychology, special education, and substance use, with a dissertation focused on psychometric properties for communication assessments in mental health centers across Alabama. Schafer currently serves as the Regional Director at the Alabama Institute for Deaf and Blind, where he oversees programs for individuals with sensory disabilities, from birth through geriatrics. Previously, he directed statewide counseling and evaluation teams in Western Pennsylvania and provided administrative oversight for Deaf patients in psychiatric/forensic settings while maintaining a small community caseload in Alabama. In addition to publishing, Schafer frequently lectures at universities and presents at conferences, where he blends theory and practice to deliver clear, impactful information. Schafer holds multiple awards and administrative roles within volunteer organizations, including President-Elect of ADARA. Last year, he was inducted into the Illinois Disc Golf Hall of Fame. Outside of challenging yall to a greater good, he enjoys spending time with his wife, daughters, and their dog.
Cara Schwartz
Cara Schwartz is an RID certified interpreter working in a variety of settings throughout the Boston area. She grew up in the performing arts, and so it was an easy transition to making them a part of her interpreting work. She is very lucky to have worked in various performing arts and theatrical settings her entire career! She interprets for front-of-stage performances with general audiences as well as behind-the-scenes with Deaf theater artists, including as a Designated Interpreter in design and technical theater. Some favorite recent credits: The Queen Of Versailles (World Premiere, Emerson Colonial Theatre), Come From Away (Broadway In Boston), Frozen (Broadway In Boston), Into The Woods (Broadway National Tour), and Wicked (Broadway In Boston).
Cara also formerly ran what was then called Young Professional Interpreters (YPI), which is currently in a newer iteration called Novin. While heading YPI, she had the amazing opportunity to present at the RID Region 1 Conference in Albany, New York, 2010. Starting with her time in YPI and continuing thereafter, she has also formally and informally mentored new interpreters here in the Boston area as well as in Washington, DC.
She is thrilled to return to presenting about a kind of work and art that she so dearly loves! Thank you to Tsana, Rachel and all the other folks (you know who you are!) who were a part of bringing this workshop from idea to stage!
Erin Sanders-Sigmon
Worldwide. Phat and Fab. Neurodivergent. Multicolored & multilingual. Heterochromatic eyes that either give humans pause or send them running for the hills. Currently deaf, not born yesterday, not mute (please don’t test me). I live for laughing from the soul (feel free to test THIS part!) Mother. Instructor. Mentor. d/DB interpreter, actress, film director, massage therapist. DV/SA advocate 20+ years. ABOLITIONIST. Survivor. (including of ZOOM culture) My degrees come from the streets of Chicago. La Reina of all trades.
Theresa Barker-Simms
Theresa Barker-Simms grew up in a Deaf family. Being fourth-generation Deaf, Theresa started interpreting at a young age, and having such diverse international and professional experiences certainly gives her a profound understanding of the cultural and linguistic needs of the Deaf community. Theresa has lived in various places- on two opposite sides of the globe, from Africa to the Northwest Territories in Northern Canada. Her extensive career includes interpreting in complex and specialized settings like courts, mental health, and medical settings, as well as a leadership role as president of the Canadian Association of Sign Language Interpreters (CASLI). This speaks volumes about her dedication to the profession and her advocacy for the Deaf community. Theresa’s Integrated Model of Interpreting (IMI) training and her integration of its principles into her daily work demonstrate a deep commitment to professional growth and excellence in the interpreting field. To date, Theresa is currently the only DI in Canada who has taken MHIT training and is one of the few full-time freelance DI’s in Canada. Furthermore, her role as a mentor for interpreter internship programs is vital in shaping the next generation of interpreters. Her life story is a powerful testament to the impact of Deaf professionals in fields that often overlook or undervalue the importance of cultural and linguistic experiences.
Wink Smith Jr
Wink, MA, MBA, NIC Master, is an interpreter, educator, and researcher with over sixteen years of professional instruction and research in the field of interpretation. He has presented at national conferences, including the National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf (RID), and across the United States and Canada. His focus is on the intersection of skill development, practice, and theory in interpretation, highlighted by his workshops and a published article on deliberate practice in the Winter 2012 issue of RID Views. He has also served on the Certification Council for RID, held a board position with the Conference of Interpreter Trainers (CIT), and received the NAD Outstanding Service to Interpreting Award in 2016. As of 2023, Wink has delivered over 2,800 hours of live CEU professional development training.
Currently a faculty member in the Department of Interpretation and Translation at Gallaudet University, Wink engages with undergraduate and graduate students, fostering a deeper understanding of interpretation and encouraging graduate students to become change agents in the field. Nearing completion of his PhD in linguistics at Gallaudet, his research explores the embodied motivations of imagery in depiction and the processes through which they are constructed. His academic work centering on interpreting and translation, focuses on message analysis within a cognitive linguistic framework and the role of depiction in interpretation. His approach redefines traditional notions of expansion and equivalence, offering a more nuanced perspective, while his exploration of depiction provides interpreters with a structured framework for effectively conveying meaning.
With nineteen years of professional interpreting and translation experience, Wink has developed translated tours for the U.S. Capitol and the Sixth Floor Museum in Dallas. Outside of academics and interpreting, Wink enjoys crafting ASL stories on and off the stage for his cat’s amusement.
Barbara Spiecker
Barbara is a deaf marine ecologist at the University of New Hampshire who uses mathematical and statistical tools, coupled with experiments and field observations, to answer questions related to responses of marine communities to climate change and monitoring and management of marine habitats. She co-founded a non-profit, Atomic Hands that focuses on making science, technology, engineering, mathematics (STEM) engaging through ASL, creating videos covering varying STEM topics, giving presentations and training on how to deliver STEM topics in ASL, and offering ASL-English translation services for anything STEM related. Barbara has also worked with state- and nationally-funded projects on developing STEM signs in ASL and state education departments to translate English-based standardized tests into ASL. She has a PhD. in Integrative Biology from Oregon State University, MS in Marine Biology from Northeastern University, and a BS in Biology from RIT.
Laurie Swabey
Laurie Swabey, PhD, is Professor of Interpreting at St. Catherine University and Director of the CATIE Center. She has taught interpreting since 1980 and has always been passionate about interpreting pedagogy and healthcare interpreting, collaborating on several publications and leading several national grant projects.
She holds a PhD from the University of Minnesota in Linguistics. Publications include co-edited volumes Signed Language Interpreting Pedagogy (Gallaudet University Press), Advances in Interpreting Research (John Benjamins) and Educating Healthcare Interpreters (Gallaudet University Press). In addition to several book chapters, she has also published in a variety of journals including Interpreting: International Journal of Research and Practice, Translation and Interpreting Studies, Journal of Healthcare Quality, Journal of Interpreting, and International Journal of Interpreter Education. She has presented her research at numerous conferences, nationally and internationally.
She often works with a cat or two providing supervision and enjoys the outdoors with her dog. You might also find her on the pickleball court or pursuing her interest in learning new languages, currently Spanish.
Jenni Thomas
After nearly 20 years of professional interpreting, Jenni Thomas earned a Masters in Disability Studies and a Certification in Gerontology. In 2021 Jenni became the Power of Attorney for her parents. In the last year she opened Certified Nomad, LLC, a boutique consulting firm, focused on Disability & Aging. Working hand in hand with seniors, she presents workshops at local Senior Centers and Assisted Living locations. In her spare time she hosts the Turtle Optimist podcast which highlights positivity in aging. On the weekends Jenni and her partner support local coffee shops in search of the perfect cold brew with her four doodles in tow.
Max Thompson
Max Thompson (they/them) is a freelance interpreter who lives in rural Washington State and serves Southwest Washington and Oregon. They received an AAS in Sign Language Interpretation from the interpreter training program at Portland Community College in 2018, and became NIC certified in 2024. Currently, they are serving as Member-At-Large 1 for the Oregon Affiliate Chapter of RID. Max hosts many local community events including Terp Talk, a monthly meet-up for interpreters to network, share information, discuss ethics, and find community support. They also host, facilitate, and present at meetings for the PDX Freelance Group. As a young, trans nonbinary person, and as a first generation college student, Max has the first hand experience of being an outsider navigating complex systems with limited knowledge and resources. They approach their work and community spaces through a lens of equity, striving to reduce barriers through shared knowledge and clear communication.
Ntxhee Sua Vang
Her name means a water wave. She’s Hmong and is a strong believer in the spiritual world. She is a second generation of immigrant parents and is the first generation who graduated from college with a Bachelor degree: Fine Arts. She has been working as an Education assistant at an elementary school for one year. She has been thinking about returning to college to focus on Master Education in Arts as she wants to become an art teacher through Deaf culture and art world.
In her current work, Ntxhee Sua is an educational assistant at an elementary school. She always keeps her mind open and communicates with students and co-workers through levels of language barriers. Many students are Deaf, Hearing, and Hard of Hearing, but some of their parents are refugees, immigrants or asylum seekers. She often uses her gestures, drawing pictures, iPad speakers, and ASL with students who have never learned ASL due to language deprivation at home or whose parents have no idea about ASL’s existence until now. Also, she focuses on helping and mentoring students to discover their new language, socially, and environment where they will be independent to doing things on their own. Ntxhee Sua loves doing new challenges through students’ creative minds with communication with ASL, images, iPad speakers, and gestures.
When not at work, Ntxhee Sua loves to spend her time on drawing her iPad and sketching, where she wants to become deaf children’s author. She also loves playing games and reading manga. She enjoys hanging out with friends.
Miako Villanueva
Ask Miako Villanueva where she’s from, and you’re likely to get a more complicated explanation than you expected. Although she has now lived in the Washington, DC, metro area longer than anywhere else in her life, early years in Hawai’i, high school in small-town Arkansas, and young adulthood in Colorado all played formative roles in shaping who she is today.
Miako was first introduced to the Deaf community and ASL during college. Always fascinated by questions about how people understand each other (as evidenced by her Psychology major and German minor), she was blessed with a CHAMP deaf teacher for her first ASL class (shout out to Jeannette Scheppach!). Her desire to immerse herself in Deaf culture led to volunteer work and four years as a dorm supervisor at the Colorado School for the Deaf and the Blind (Go, Bulldogs!) and interpreter training at Pikes Peak Community College. In 2002, she followed her quest for more and deeper learning to Gallaudet University, where she pursued graduate studies in Linguistics, bleeding Buff and Blue as a proud Bison alum (MA 2004, PhD 2010).
Miako is honored to now continue her learning as a full-time faculty member in the Department of Linguistics at Gallaudet. She specializes in Applied Linguistics and Engaged Research – incorporating the knowledge, approaches, and understandings gleaned from linguistic research of ASL directly into language teaching and interpretation. Miako also maintains a thriving interpreting practice, working primarily as an independent contractor and specializing in advanced educational, performing arts, government, religious, and business settings. She particularly enjoys the overlap of linguistics and interpreting and will take full advantage of any opportunity to discuss language and nerd out about the ever-changing dynamics that create the awesome challenge that is interpreting. Consider yourself warned – smile!
Donna Walker
Donna, after earning her interpreting degree in 1996, entered the field of interpreting in higher education and quickly moved into the freelance interpreting arena. In the last 25 years, she has earned several national certifications, including CI and CT, NIC-Advanced, SC:L, and QMHI. She is honored and grateful to serve on the Washington State Supreme Court Interpreter Commission as the ASL representative and the WSRID Legal Interpreter’s Committee Chair. The biggest joys in her career are serving the interpreting community as a mentor, team member, and workshop coordinator and presenter.
Addressing Systemic Barriers: Accessibility and Inclusion
Workshop Description
The purpose of this session is to bring together ASL interpreters who identify as having a disability, those who identify as neurodivergent, and those who consider themselves an ally within the community. As a Community of Practice (CoP), we can collaborate toward exploration of the environments in which we work, challenges that we experience in the field (e.g., policies, standard practice), and the strategies (both effective and ineffective) we use to navigate our work.
ASL interpreters support communication access within a number of structured systems (e.g., medical, legal, education, business). The complexity of these systems is compounded by the interpreting system (e.g., agencies, video relay service), which are additional organized, supervised, measured systems. Each system is guided by rules and regulations established by leadership. The rules developed by leadership aim to standardize services, reduce corporate risk if necessary, increase profit and, hopefully, to provide quality service. The Interpreters with Disabilities CoP session aims to address challenges by collaborating toward increased knowledge within the field as well as the development of guiding principles supporting our work.
The work of the Interpreters with Disabilities CoP is grounded in disability justice, which argues that society creates environments that are disabling as opposed to associating disability with a medical diagnosis in need of a cure. Sins Invalid (2019) says, “there is no neutral body from which our bodies deviate” (p. 10). Disability justice recognizes cross-disability solidarity as the key to influencing change. Additionally, disability justice emphasizes the slogan, “Nothing About Us Without Us.” Ladau (2021) says, “all too often, people with disabilities are relegated to the sidelines in conversations about issues that directly affect us” (p.144). While the session begins with a brief presentation introducing the topic and setting the stage for our collaborative work, the remainder of the time will be used for activities and discussion. A series of small group discussions offer the opportunity for participants to share thoughts and experiences as well as brainstorm ideas for future action. ASL version here!
Objectives
After this workshop, participants will be able to:
1. Identify at least two barriers that interpreters with disabilities and/or neurodivergent interpreters experience within the field.
2. Draft guidelines for interpreting agencies about how to better support their disabled and neurodivergent interpreters.
3. Create a checklist for conference accessibility for interpreting organizations.
4. Formulate suggestions for CASLI and other testing entities on how to make the exam process more accessible to disabled and neurodivergent interpreters.
5. Compose an action list for RID to undertake at an organizational level to be more inclusive of disabled and neurodivergent interpreters.
The Big Myth
Workshop Description
Why are most graduates of ITPs not ready to work? Why does most feedback relate to sign vocabulary or production? Why do most assessments of interpreters focus on language competence?
Our field, unlike most interpreting communities in the world, does not frame our work as distinct from language competence. Not all bilinguals are able to interpret. We train people to work between words and signs. The result of this is that little or no time is spent on understanding and refining those mental processes that are needed to determine the meaning, goal, intent, and elements of communication that are critical to successful outcomes.
In this workshop we will examine the constructs, rubrics, and practices we use when we examine and assess our work with others in order to accurately label what is related to language competence and what is part of the complex set of processes that interpreters use to make decisions about how to produce an equivalent target message.
This workshop is highly interactive and participants will work in small groups to analyze and unpack this issue by responding to focused questions. ASL version here!
Objectives
After this workshop, participants will be able to:
- Identify differences between language competence and interpreting competence
- Describe the impact of framing the interpreting task with language competence as the primary lens
- Identify interpreting skills you rely on that were not developed in your training or with your mentor.
What Isn’t in your ASL Interpreting
ASL is a visual, spatial language that is structured for the eyes. It relies heavily on facial markers, eye gaze, placement in three-dimensional space, and variations in movement. The focus of ASL instruction and interpreter conversations is the production of lexical items, which often does not include the structural and visual components of ASL.
In this workshop, we will focus on the non-lexical aspects of ASL that signers need to make their signed communications more visually accessible. Through activities and discussio,n we will assist participants in developing a more non-linear frame that uses the basic underpinnings of ASL.
Being a better interpreter requires fluency in all working languages. Having a stronger language base supports the mental processes used to perform successful interpretations. ASL version here!
Objectives
After this workshop, participants will be able to:
- Identify non-lexical elements of ASL.
- Create interpretations of an English text into a gestural message.
- Discuss strategies for developing non-lexical enhancement of ASL skills
Together, We Rise: The Power of Collaboration!
Effective collaboration between Deaf professionals and interpreters is not only beneficial—it is essential. Together, We Rise: The Power of Collaboration explores the dynamic partnership between a Deaf PhD and an interpreter, focusing on how trust, communication, and adaptability contribute to a seamless professional environment. The interpreter completed her master’s level clinical internship alongside the deaf PhD’s mentorship to obtain her degree. The Deaf PhD as a doctoral candidate, selected the interpreter as his designated interpreter during his internship and dissertation work. This session highlights real-world examples, addresses common challenges, and shares strategies for success, emphasizing how collaboration breaks down barriers, fosters inclusion, and enhances the quality of services on both ends while navigating dual plus relationships. The exchange of clinical internships between a Deaf professional and the interpreter showcases how mutual respect and understanding are fundamental to professional growth and effective service delivery. ASL version here!
Objectives
After this workshop, participants will be able to:
1. Understand at least one unique dynamic of collaboration between Deaf professionals and interpreters in high-stakes environments.
2. Identify two strategies to navigate challenges, including communication breakdowns, role clarity, and cultural competency.
3. Explore shared life examples of teamwork that enhance outcomes in services and beyond.
4. Empower both interpreters and Deaf professionals to cultivate partnerships rooted in mutual respect and shared goals.
Interpreters with Disabilities: Exploring History and Revealing Opportunity
This interactive seminar draws on the findings of a study that explored the strategies employed by interpreters with disabilities in their professional work. While the field of American Sign Language (ASL) interpreting has made significant strides in acknowledging the importance of intersectionality, power, and privilege, disability is often narrowly defined. It is frequently limited to audiological categories—such as Deaf, Hard of Hearing, or DeafBlind—and is typically seen only in relation to the consumers of interpreting services, rather than the interpreters themselves. For example, interpreter education often begins by focusing on the history of ASL interpreting, highlighting laws supporting equal access for Deaf, Hard of Hearing, and DeafBlind individuals, as well as activist movements aimed at ensuring such access. While these historical milestones are crucial, interpreter education rarely shifts the focus to the experiences of interpreters with disabilities, despite their significant presence in the field.
Moreover, the professional systems that shape interpreting, like many service-providing fields (e.g., medical, legal, and educational services), are primarily designed to address perceived needs within the community. Quality of service is often measured through standardized practices, effectiveness, efficiency, and profitability. However, these systems tend to overlook or ignore the barriers faced by the service providers themselves. In this context, interpreters with disabilities encounter unique challenges that are frequently invisible to the larger system, despite their crucial role in facilitating communication.
The study that informs this workshop provides valuable insight into these challenges and the strategies used by interpreters with disabilities to navigate them. Participants in the study who identify as having one or more disabilities shared their personal experiences and coping strategies. A broad, inclusive definition of disability was used to recruit participants, encompassing individuals with disabilities regardless of formal medical diagnoses. The study involved a survey completed by 64 participants, as well as interviews with 5 individuals and one focus group of 3 participants. The survey included multiple-choice and open-ended questions that allowed participants to share their perspectives on issues such as, “Do you avoid interpreting in any situations or areas due to your disability?” and “What adjustments do you make to successfully interpret?” The interviews, conducted via video, focused on questions such as, “What challenges do you experience in your interpreting work?” and “What strategies have you used in the past to alleviate these challenges (both those that have worked and those that have not)?”
This seminar will begin with a brief presentation that provides historical context on disability rights and activism. Following this, key findings from the study are shared, including concrete examples of the strategies that interpreters with disabilities use to address challenges in their work. The majority of the workshop time will be dedicated to problem-solving, reflection, and guided group discussions. Participants will have the opportunity to share their own experiences, exchange strategies, and reflect on how they can apply these insights to their own interpreting practices. The goal is to foster an open, supportive environment for dialogue and to explore practical solutions for addressing the unique challenges faced by interpreters with disabilities. ASL version here!
Objectives
After this workshop, participants will be able to:
1. Identify subtle acts of exclusion experienced by interpreters with disabilities,
2. Analyze the strengths and challenges of standard practices governing interpreting services.
3. Recall situations in which challenges were experienced by interpreters with disabilities
4. Describe strategies applied by interpreters with disabilities,
5. Develop strategies for applying acts of inclusion in your work
Amplifying Connections: A Gerontological Guide for Interpreters
Join us for an insightful exploration of the unique challenges and opportunities involved in working with older adults across various social systems. With over 40 years of combined experience and specialized certifications in medical and mental health interpreting, as well as in disability studies and gerontology, our expert presenters will offer valuable insights into the broader social dynamics impacting aging populations. This session will help interpreters deepen their understanding of the cultural, social, and emotional needs of older adults, enhancing their ability to provide more inclusive, empathetic, and effective communication in all settings.
Designed for interpreters of all experience levels, this workshop combines knowledge of gerontology with practical insights from real-world experience and evidence-based practices. Participants will gain a broader perspective on how aging individuals interact with not only healthcare systems but also, social services, and other community-based resources, equipping them with tools to navigate these complexities.
By exploring how aging impacts communication, healthcare needs, and generational experiences, participants will be able to view their assignments through a new lens, allowing them to adapt their interpretations to respect the dignity, autonomy, and individuality of older adults. The session will also emphasize the importance of understanding the intersections of aging, disability, and other life-stage factors, ensuring that interpreters can support effective communication across various settings.
By the end of this workshop, participants will have the knowledge and tools to provide more holistic and inclusive interpretations, informed by a comprehensive understanding of gerontology and its impact on social systems, promoting respect and empathy in their professional interactions. ASL version here!
Objectives
After this workshop, participants will be able to:
- Describe the field of Gerontology, including its scope and relevance to interpreting in the aging population.
- Apply a multidisciplinary approach to care, focusing on how the embodiment of disability and the additional challenges faced by Deaf individuals are compounded in aging populations
- Evaluate the systems that older adults interact with, identifying key challenges and opportunities for improving accessibility and support.
- Develop a schematic shift towards an empowering interpretation, emphasizing best practices and practical strategies for sensitive and effective communication.
- Differentiate between a traditional geriatric framework to a Person-Centered Approach, emphasizing dignity and respect in the care and communication with older adults.
Interpreting in Mental Health Settings Through a Trauma-Informed Lens: Complex Trauma and the Deaf Community
Interpreting in mental health settings presents unique challenges, especially when working with intersection of complex trauma, intergenerational trauma, and fund of information challenges create a nuanced environment where interpreters must balance accuracy, emotional regulation, and cultural competency. This workshop explores how interpreters can approach mental health settings through a trauma-informed lens, focusing on both trauma-informed care principles and trauma-focused interpreting practices.
This session integrates the PCL-5 (PTSD Checklist for DSM-5) as a framework to improve interpretation during trauma assessments and therapy sessions. Participants will examine the structure and purpose of the PCL-5, gaining insight into its questions and how trauma manifests linguistically and emotionally in American Sign Language (ASL). Through case studies and role-play exercises, attendees will explore trauma assessments, identifying cues that signal emotional distress, and adapting their strategies to align with trauma-informed principles.
In addition to the PCL-5, the session covers the key principles of trauma-informed care—safety, trust, peer support, collaboration, empowerment, and cultural sensitivity—and how these principles guide ethical and effective interpreting in mental health environments. Group discussions will focus on navigating power dynamics, ethical dilemmas, and systemic barriers while fostering equitable and culturally responsive communication.
Participants will leave with a deeper understanding of trauma-informed care and practical strategies to enhance their skills when interpreting for trauma survivors. This session is essential for interpreters who want to improve their ability to navigate mental health settings and support Deaf clients in their healing journeys. ASL version here!
Objectives
After this workshop, participants will be able to:
- Describe the principles of trauma-informed care and their relevance to interpreting in mental health settings.
- Explain the structure, purpose, and challenges of interpreting the PCL-5 trauma assessment in ASL.
- Analyze the impact of complex trauma, intergenerational trauma, and language deprivation on communication in mental health contexts.
- Apply trauma-informed strategies during mock PCL-5 assessments and therapy sessions to improve interpreting accuracy and cultural sensitivity.
- Evaluate ethical dilemmas and systemic barriers, developing solutions to enhance equity and access for Deaf clients.
Supporting Trans Interpreters: Building a Practical Toolkit
One day, a colleague who would later become one of my closest friends approached me after an assignment and asked a simple question: “How can I better support you as a trans interpreter?” I wasn’t stunned by her question, but rather by my lack of a prepared response. Since then, I’ve been compiling the tools to respond to anyone asking that question.
In a field that often centers the role of interpreter over the individual who occupies it, how do we balance the impact of our actions on the consumers with the impact on our colleagues? In this interactive workshop, we will explore common challenges during and surrounding assignments that affect trans and gender diverse interpreters. If you aren’t trans but want to know what support to offer, or if you are trans and want ideas of what to ask for, everyone is welcome to come develop a toolkit of actionable steps to respond to those challenges. This workshop is for everyone working, teaching, or studying in the interpreting field. ASL version here!
Objectives
After this workshop, participants will be able to:
- Identify common challenges trans interpreters face
- Analyze scenarios where there is an opportunity to uplift trans interpreters
- List at least one approach per scenario to offer support to trans interpreters
- Describe the potential impact of their approach on the consumers and the assignment
- Consider approaches that will minimize the impact on consumers while maximizing the support offered to trans interpreters
Deaf Interpreters' Unique Perspectives - Panel
Deaf interpreters are both consumers and professionals in our field. As such, they have a unique perspective on the work of interpreters and our impact on deaf people’s lives. This panel will allow us to learn from a diverse group of Deaf interpreters as we delve into questions including:
– What do you wish deaf people knew about working with interpreters?
– Now that you’re a professional interpreter, have your views about interpreting changed? How so?
– Do you tell your deaf friends to prepare with the interpreters they work with? What tips do you / would you give them?
– What’s most important to you in an interpreter when you’re the consumer? when you’re their team? Are those the same or different and why?
– What ethical considerations impact you differently when you’re working versus when you’re the consumer of interpreting services?
– and more!
Bring your own questions to add to the exploration together! ASL version here!
Objectives
After this panel, participants will be able to:
- Compare and contrast their own experiences and biases with those of the deaf interpreter panelists;
- Discuss with colleagues and consumers in more empathetic ways about the nuances of the interpreter role; and
- Integrate understanding of deaf interpreters’ perspectives into their work with consumers and deaf team interpreters going forward.
Interpreting in Crisis: Understanding Suicidality and Self- Injury
This workshop equips sign language interpreters with essential skills to navigate interpreting scenarios involving mental health crises involving suicidality and non-suicidal self-injury (NSSI). Participants will learn the fundamentals of suicidality, safety planning, and trauma-informed practices while exploring the interpreter’s role, ethical boundaries, and culturally competent approaches.
Attendees will practice techniques for effective and compassionate communication in high-stakes scenarios, including therapy sessions and crisis interventions. The workshop also emphasizes strategies for interpreter self-care and resilience, addressing the emotional challenges of working in crisis settings.
This session is ideal for interpreters in mental health, medical, and community settings who want to deepen their understanding and better support equitable, accessible care for underrepresented communities. Join us to strengthen your skills and make a lasting impact in mental health interpreting. ASL version here!
Objectives
After this workshop, participants will be able to:
- Understand the fundamentals of suicidality, safety planning, and NSSI, including cultural considerations.
- Recognize the interpreter’s role and limitations in crisis management settings.
- Apply tools and strategies to support accurate, clear, and compassionate communication.
- Build self-awareness and strategies for maintaining emotional wellness when interpreting in crisis situations.
Standards Progress, Systems Resist: Anti-Racist Values in Practice
RID’s commitment to anti-racist values is evident in its recent organizational initiatives and enhanced clarity on standards and policies. Yet interpreters face resistance from agencies and other systems involved in the delivery of interpreting services that are unaccountable to these same professional values. This disconnect creates complex challenges for ethical practice.
This session examines this growing tension through the lens of the updated Ethical Practices System Policy, exploring how its explicit anti-racist expectations conflict with daily realities. Using documented examples, we’ll analyze how current market dynamics can undermine ethical decision-making and disproportionately impact interpreters of color and practitioners prioritizing anti-racist values. The session presents actual cases where interpreters faced professional consequences for upholding anti-racist principles, examines agency communications that reveal systemic priorities, and explores how economic pressures erode the implementation of these values.
Through examination of practitioner experiences and institutional policies, participants will identify patterns of how current systems can actively discourage ethical decision-making while claiming to support professional values. We’ll analyze how these contradictions affect both individual practitioners and the communities we serve, with particular attention to impacts on marginalized populations.
Moving from analysis to action, the session concludes by exploring pathways for meaningful change. Participants will examine potential approaches at individual, community, and systemic levels while considering how various stakeholders—from practitioners to educators to agency owners—can contribute to transforming our field’s future. ASL version here!
Objectives
After this workshop, participants will be able to:
- Identify anti-racism as a theme evident in RID’s current initiatives and standards.
- Analyze the disproportionate impact of current system dynamics on interpreters of color and practitioners prioritizing anti-racist values.
- Formulate strategies for transformative change at individual, community, and systemic levels.
I have to work with a Deaf Interpreter - How?
Do you feel nervous or anxious when working with a Deaf colleague? Whether you have extensive experience, only a few encounters, or none at all in teaming with a Deaf interpreter, this workshop is designed to support you in building confidence and refining your skills.
In high-stakes or complex interpreting environments—such as court, medical, or mental health settings—effective collaboration between hearing and Deaf interpreters (HI-DI teams) is essential to provide accurate, culturally appropriate communication for Deaf consumers. This session will explore practical methods for “feeding” within interpreting teams, adapting techniques to suit various contexts and conversation flows.
Participants will delve into the roles of each interpreter in a team, understanding how effective teamwork enhances access and communication quality for clients. This workshop provides a welcoming space for those new to teaming, as well as those with prior experience, to share, discuss, and develop strategies for working collaboratively with Deaf colleagues. Join us to build the skills and confidence needed to work successfully with a Deaf interpreter, ensuring high-quality, accessible communication for all. ASL version here!
Objectives
After this workshop, participants will be able to:
- Understand the Roles and Responsibilities in HI-DI Teams
- Explore “Feeding” Techniques and Their Applications
- Develop Strategies for feeding and working with HI-DI teams
- Apply Scenario-Based Problem Solving for Real-World Situations
- Foster Skills for Culturally Appropriate and Inclusive Team Interactions
Additional Information
- Pre- and Post-Workshop Self-Reflection: At the beginning of the workshop, participants will reflect on and share their current knowledge and experience with “feeding” in DI-HI teams. At the end of the workshop, they will discuss what they have learned, highlighting key takeaways and how these insights can benefit their future work.
- Scenario-Based Group Activities: During the workshop, participants will engage in role-play scenarios and case studies reflecting common HI-DI team situations. In small groups, they will collaboratively decide on appropriate “feeding” techniques and role delineation, followed by group feedback. Facilitators will observe and support participants with prompt thoughts on applying strategies and teamwork dynamics.
RSA Resources for the Journey Onward
Moving forward as individuals and as a field requires resources that address the diversity of communities with whom interpreters work. The Rehabilitation Services Administration (RSA) has a history of investing in building our field’s capacity. This presentation is a guided tour through open-source resources from current RSA projects to allow you to consider how they might support your own professional development.
Seven projects received funding in the 2021-2026 RSA grant cycle, as outlined below. These programs developed hundreds of hours of open-source interpreter educator content, including curriculum guides, webinars, models of mock interpreting scenarios, interpreting practice vignettes, learning modules, and self-directed courses.
The Center for Atypical Language Interpreting (CALI) is addressing the growing demand for interpreters with the ability to adapt their language use and interpreting strategies to meet the linguistic needs of a broader range of Deaf and DeafBlind individuals.
The Dive In project is identifying effective practices for supporting novice interpreters entering the field with a series of courses applicable to novice interpreters and students. The Improving Rural Interpreter Skills (IRIS) Project aims to increase the quantity and quality of rural interpreters by cultivating educational opportunities and sustainable connections that support professional growth.
Project Level Up aims to advance ASL-English Interpreters working in healthcare settings through online courses covering a variety of foundational and specialized content. Promoting Equity in Healthcare Interpreting (PEHI) aims to advance opportunities for Deaf, Hard-of-Hearing, and DeafBlind patients to experience equitable healthcare by increasing the number and skills of ASL/English interpreters.
Protactile Language Interpreting (PLI) has created a curriculum to support interpreters accessing the latest content for learning the principles of Protactile language, co-presence, co-navigation, and how it is becoming more frequently incorporated and utilized in the DeafBlind community.
The Interpreter Educational Program (IEP) of the Universidad Ana G. Méndez, provides continuing education opportunities for sign language interpreters to raise their cultural and linguistic competencies as well as training them in three areas of specialty; Educational, Medical, and Legal Interpretation, and its application with the native language of the Deaf and Deaf-Blind in Puerto Rico, Puerto Rican Sign Language (LSPR).
Based on extensive effective practices research, these resources were created with an awareness of and a focus on emerging trends in the field. The content is designed for use by Deaf, Coda, and hearing interpreters to highlight the strengths of marginalized interpreters and the capacity for all interpreters to reduce barriers that prevent Deaf, DeafBlind, hard of hearing, and Deaf-Disabled people from belonging in the communities where they live.
Together, the projects invite you to learn more about how to leverage the content created by the RSA grantees in your professional development endeavors. Whether you are an interpreter, an IEP instructor, a mentor, or a workshop presenter, you will see content that can benefit you and those you work with. ASL version here!
Objectives
After this workshop, participants will be able to:
- Access at least 5 open-source learning content from RSA-funded grants.
- Describe the process for retrieving resources for future use.
- Identify how to leverage the resources provided in your own professional development.
Being Michelle Screening and Panel Discussion: How Failed Support Systems and Denied Communication Access Impact Power, Privilege, and Prison
Participants will view the award-winning feature documentary film, Being Michelle (80 min) about a deaf woman with autism who survived incarceration and abuse and now uses her artwork to depict the trauma she survived and heal from her past. Following the film, participants will view and participate in a panel discussion discussing key elements of the film and Michelle’s life. While Being Michelle raises many pertinent issues faced both by Michelle and a large population in the U.S. and globally, our team is passionate about specifically using the film to help ensure the basic human Right to Communication for Deaf and Disabled people in social and criminal justice systems. Panelists include Being Michelle team member filmmakers, professionals & advocates.
The Being Michelle screening and panel discussion event at the 2025 National RID Conference will kick off a year-long series of educational virtual events to include a number of professionals including lawyers, interpreters, mental health specialists, forensic psychologists, researchers, and Deaf individuals with lived experience in the criminal justice system. These combined lecture and collaborative discussion events will cover pertinent topics for Professional Studies (PS) and Power, Privilege and Oppression (PPO) CEUs for interpreters.
Objectives
After this workshop, participants will be able to:
- Provide current research regarding demographic information related to DHH suspect and offenders who may also have additional disabilities.
- Discuss how future research can incorporate the inclusion of all aspects of the deaf population to strengthen the data collected regarding deaf individuals in the criminal justice system.
- To describe the challenges and opportunities for professionals-in-training, interpreters, social workers and psychologists to become informed advocates for deaf individuals who are caught up in the criminal justice system.
- Use the documentary, Being Michelle, to illustrate how the justice system often fails deaf people. Attendees will use the video to address potential solutions to injustices.
Queer Voices, Strong Teams: Best Practices for Collaboration
Join us for an engaging and interactive workshop designed to empower you with strategies for building stronger, more inclusive teams when working with Queer interpreters. Interpreting is all about collaboration, and when Queer identities are part of the team, they bring unique perspectives, and sometimes challenges, that require thoughtful navigation. Creating a culture of respect, open communication, and inclusivity is key to ensuring Queer interpreters feel supported and the interpreting process is improved as a result.
In this dynamic session, we’ll dive into best practices for fostering a positive and affirming environment for Queer interpreters. We will cover best practices on how to communicate with respect and intention to build trust by addressing micro-aggressions and biases.
Through hands-on, interactive activities, you will gain practical tools to tackle challenges, enhance collaboration, and uplift Queer interpreters within your teams. By the end of this workshop, you’ll walk away with actionable strategies to create an inclusive environment where everyone can thrive—professionally and personally. ASL version here!
Objectives
After this workshop, participants will be able to:
- Own and repair micro-aggressions, mitigating relationship ruptures.
- Evaluate implicit bias and separate preconceived notions from the work.
- Identify and demonstrate appropriate communication strategies within teaming dynamics.
Standards for Interpreting Standardized Tests
Many deaf and hard-of-hearing students experience difficulty taking standardized tests. Central to this difficulty is the reality that English often functions as a non-native and non-primary language for these individuals. Compounding the language issue, standardized tests are often constructed with the overall style of language being very specialized, including low-frequency vocabulary words, containing grammatical constructions that make items more difficult to decode, asking music- and/or sound-based questions, and imposing artificial time constraints on test takers.
One accommodation is to have interpreters translate questions and answer choices for test takers. However, without adequate knowledge, skill, and preparation, attempting to interpret standardized testing on the fly could actually harm deaf students’ ability to represent themselves accurately.
Drawing on research as well as over two decades of experience translating standardized testing for video delivery, we will discuss specific strategies to interpret standardized testing more effectively. ASL version here!
Objectives
After this workshop, participants will be able to:
- Discuss appropriate accommodations for deaf and hard-of-hearing test takers
- Advocate for adequate and appropriate preparation to translate test materials
- Analyze standardized testing stem constructions
- Determine when cultural adjustments are required in translations of test content
Managing the Monster in Your Mind: A Crash Course in Boosting Mental Bandwidth by Taming Your Inner Critic
This is not your typical lecture. This is a no-holds-barred, hands-on dive into wrestling with the relentless inner gremlin that most every interpreter faces—the one that questions your choices, second-guesses your skill, finds fault everywhere, and zaps your mental energy when you need it most. Led by the dynamic gremlin-taming duo of Arlyn Anderson and Rebecca “Reb” Kreutzer, this workshop combines bold creativity with grounded neuroscience to help you take back control and possibly enjoy yourself while doing so.
Through provocative activities, powerful coaching techniques, and vivid metaphors, you’ll have the opportunity to experience what it feels like to silence that self-critical voice—and imagine the possibilities that open up when you do. We’ll go beyond theory. You’ll walk away with practical tools and a visceral understanding of how to rewrite the script in your head, channeling your imagination to tackle your inner obstacles and free up the bandwidth you need to thrive as a professional interpreter.
The interpreting profession is demanding—mentally, emotionally, and physically. When your mind is constantly battling itself and walking familiar negative neural pathways, it leaves less room for the creative problem-solving, empathy, and adaptability the job requires. This workshop will give you the tools to tame the mental chaos, break free from burnout, and cultivate a stronger sense of professional and personal wholeness. It’s about more than surviving your work; it’s about reclaiming the joy, purpose, and connection that brought you here in the first place.
Reb and Arlyn bring a wealth of experience, having collectively supported hundreds of interpreters through thousands of hours of dedicated work—Arlyn as a whole life and leadership coach, and Reb as an educator, ASL mentor, and trusted guide. We’ve seen it all: the struggles, the self-doubt, and the inner critic running wild. And we’ve made it our mission to help people kick that critic out of the driver’s seat. This workshop isn’t just about picking up tips and tricks—it’s about sparking a shift that you can feel, walking out with a fire in your belly, and the tools to keep that momentum alive. ASL version here!
Objectives
After this workshop, participants will be able to:
- Recognize the Impact of the Inner Critic: Participants will identify at least three ways negative self-talk affects their decision-making, relationships, and interpreting performance.
- Apply Neuroplasticity Principles: Participants will demonstrate the use of one neuroplasticity-based technique to challenge and reshape negative mental patterns during an interactive exercise.
- Develop Self-Compassion Strategies: Participants will create a personalized strategy to replace self-critical thoughts with self-compassionate practices that enhance focus and resilience.
- Integrate Tools for Mental Bandwidth: Participants will list three practical tools they can immediately use to manage their inner critic and improve mental bandwidth during high-stakes interpreting scenarios.
Deaf First and Second Generation Refugee, Immigrant, and Asylee Experiences: A Panel Discussion
There is a dearth of research about deaf* individuals who move to America as refugees, immigrants, or asylees (RIAs) (McAuliff, 2021). It is not currently known how many deaf RIAs live in the United States or around the world. Further, there is little research regarding the lives and experiences of this marginalized group (McAuliff, 2021). A better understanding of this population is critical for interpreters who may interact with deaf RIAs. This understanding should include not only the systemic barriers they face, but also the individual experiences and stories that make the perspective of each deaf RIA unique.
Deaf RIAs, including First and Second Generation, have identities distinct both from deaf people whose families have lived in America for multiple generations and from hearing RIAs. Deaf RIAs have linguistic and lived experiences which are different from those of American-born deaf people (McAuliff, 2021; Schwartz et al., 2022). They are also unique from hearing RIAs, in that they also navigate the world as deaf people. Deaf RIAs frequently experience violence and trauma unique to their situation as deaf individuals in addition to the trauma they experience as RIAs (Deaf Refugee Advocacy, n.d.). As such, it is critical that interpreters, who may interpret for deaf RIAs, understand their varied experiences and perspectives.
This presentation will summarize existing research about First and Second Generation Deaf RIAs. Current knowledge of interpreters’ work with these populations will also be explored. This research will serve as the foundation for a panel discussion with a group of Deaf First and Second Generation RIAs about their lived experiences. Panel discussion topics will include migration and acclimation stories, educational experiences, language experiences, and working with interpreters. The panelists will also work with participants in small groups to discuss communication styles and to demonstrate the differences between their home languages and ASL when studying given images.
* Note: The use of “deaf” here is inclusive of people who may identify as deaf, deafblind, hard of hearing, deafdisabled, and/or late-deafened. ASL version here!
Objectives
After this workshop, participants will be able to:
- Describe language access and acquisition challenges faced by deaf First and Second Generation RIAs.
- Empathize with the unique migration and cultural acclimation stories of panel participants.
- Analyze ways in which deaf First and Second Generation RIAs’ home language and communication styles differ from their own.
Onward & Upward: Effective Practice Resources for Novice Interpreters
Novice interpreters enter the profession with a variety of backgrounds, skills, and experiences. With many paths forward, new interpreters often are looking for resources and support for their professional journey. Does that sound like you? If so, come explore a variety of hands-on resources created by the CATIE Center to support the professional development of interpreters entering our field. Newer interpreters (and mentors and educators who support them) are all welcome to this interactive session.)
Roll up your sleeves and get ready to explore interpreting resources and activities in our Stepping Stones program. These high-quality materials are free and available to all interpreters. These are “courses” filled with video resources and activities that you can take independently with a partner, small group, mentor, or on your own. In this session, we will highlight clips from these resources and have novices work together in large and small groups to consider how to best apply these resources to their professional development.
Courses include:
- Effective Skill-Focused Interpreting Practice
- Language at Work: Deliberate practice for novice interpreters.
- Preparing for Performance Exams for Novice Interpreters
- CASLI Preparation for Deaf Interpreters
- Beyond the Walls: Interpreting in Outdoor Settings
- Reflective Self-Assessment for Novice Interpreters
- Dealing with Microaggressions for Novice Interpreters
- Ethical Decision-Making for Novice Interpreters
- Business Practices for Novice Interpreters
The activities and resources will be applicable for all novice interpreters (Deaf, Coda and hearing). ASL version here!
Objectives
After this workshop, participants will be able to:
- Access at least 6 open-source courses from the Dive In project
- Identify the elements of effective practice for skill development
- Increase professional support network by at least two people
- Describe the Dive In application process and program
Making Lessons Visible with Spatial Mapping
This workshop will focus on the incorporation of the use of space and classifiers when interpreting in educational settings. Participants will obtain resources for using space and learn strategies to enhance the visual nature of their interpretations. ASL version here!
Objectives
After this workshop, participants will be able to:
- Explain the importance of using space and classifiers through group discussion
- Demonstrate through hands-on practice incorporating the use of space in an educational lesson
- List resources for enhancing spatial mapping practice
Considering Legal Settings, What do I need to know?
In this workshop, the presenters will share their experiences of how they entered interpreting in legal environments. This presentation will go over the important steps to starting an interpreting career in legal interpreting such as preparation, pre-conferencing, communicating during the hearing, and debriefing afterwards. Examples will be given and strategies will be provided. Developing a sense of trust with your teammate, igniting your motivation in this setting, learning terms, and establishing a rapport with your team, the consumers, and the court system. ASL version here!
Objectives
After this workshop, participants will be able to:
- Explain the importance of gathering pertinent documents and pre-conferencing
- Demonstrate how to differentiate between a civil and criminal case and determine if they are a right fit for that case
- Practice self-care in post-conferencing and employ strategies to let go of the assignment content or interpretation
Introducing the BEACON Perspectives of Mentoring with BIPOC Interpreters (BIMP!)
This workshop will explore the BEACON Perspectives of Mentoring with BIPOC Deaf and Hearing Interpreters (BIMP!). Participants will gain insights into the vital role of empathy in establishing and enhancing mentoring relationships. The workshop will provide a comprehensive overview of the BIMP approach, emphasizing the importance of empathy in communication, feedback, and overall personal and professional growth.
Through interactive discussions, practical exercises, and real-life examples, participants will learn how to effectively implement the BIMP strategies to foster open communication, build trust, and create a safe environment for constructive feedback within BIPOC mentoring relationships. This workshop aims to equip Hearing and Deaf mentors and mentees with the tools they need to navigate their relationships successfully, ensuring that both mentor and mentees will benefit from a rich mentoring experience. ASL version here!
Objectives
After this workshop, participants will be able to:
- Define and recognize the BIMP Framework by describing the BEACON perspectives of mentoring with BIPOC Interpreters and their significance in the mentoring process.
- Learn how to utilize the BEACON concept of Empathy in constructive feedback through discussions on the role of empathy when providing constructive feedback during their mentoring sessions.
- Identify emotional resistances and psychological blocks that may impact the effectiveness of their mentoring relationships and learn how to address them.
- Proactively engage and analyze real-life mentoring experiences by reviewing examples of effective mentoring practices and analyze instances where mentoring went awry to extract key interpreting skillsets.
- Have opportunities to reflect on personal mentoring experiences and share insights with fellow participants.
There is an “I” in team: Exploration of Teaming PART 2
This interactive workshop is designed for sign language interpreters working in team settings, with a focus on enhancing collaboration, self-awareness, and effective communication strategies. As interpreters often work alongside others in dynamic environments, understanding how to approach a team, recognizing your own strengths and challenges, and establishing clear expectations with colleagues is essential for success.
Through a combination of hands-on exercises, group discussions, and reflective practices, participants will explore:
Self-Awareness: Gaining insight into your own interpreting style, strengths, and areas for growth. How self-reflection can improve performance and contribute to more effective team collaboration. Effective communication around expectations and boundaries: How to express your needs and preferences clearly, whether it’s regarding pacing, tone, or specific aspects of the interpreting process. Understanding what you need from others to work most effectively and contribute to a harmonious team environment. Enhancing collaboration while building empathy: Developing a deeper understanding of the roles and perspectives of other team members, including Deaf consumers and colleagues, to create a more inclusive and supportive working environment. ASL version here!
Objectives
After this workshop, participants will be able to:
- Be able to identify their strengths and areas for growth in team communication.
- Develop strategies for expressing their needs and expectations clearly and respectfully.
- Be equipped with practical tools to build trust and empathy with team members.
- Gain confidence in navigating the complexities of interpreting in collaborative environments.
Integrating Indigenous Interpreters in the BIPOC Equation: Understanding the Indigenous Interpreter and Language Advocate
This panelist workshop of Indigenous Interpreters both Deaf and Hearing will be sharing practical strategies for collaboration between Indigenous interpreters and other stakeholders, encouraging partnerships that respect and elevate Indigenous perspectives in interpretation. By the end of the workshop, participants will be equipped with the knowledge and tools necessary to advocate for the inclusion of Indigenous interpreters, recognizing their essential role in creating equitable communication pathways within diverse tribal communities. ASL version here!
Objectives
After this workshop, participants will be able to:
- Gain insight into the unique responsibilities and contributions of Indigenous interpreters within the BIPOC interpretation landscape, highlighting their vital role in bridging communication gaps and fostering cultural appreciation.
- Learn about the cultural nuances and context-specific knowledge that Indigenous interpreters bring to their work, emphasizing the importance of cultural competency in interpretation services.
- Explore the systemic barriers faced by Indigenous interpreters in various professional fields and discuss strategies to advocate for their inclusion and recognition within broader interpretation practices.
- Understand the significance of empowering Indigenous communities through the promotion of Indigenous interpreters, enabling them to reclaim their narratives and ensure their voices are heard in critical conversations.
Reading the Room: How Audience Guides Interpreting Decisions
This interactive workshop is designed to help sign language interpreters develop a deeper awareness of audience dynamics and its impact on interpreting. We’ll explore how factors like cultural background, communication preferences, and expectations can shape the way messages are received and understood.
Through hands-on activities and group discussions, participants will learn to identify and adapt to the diversity of their audience, improving their ability to interpret with greater accuracy, relevance, and clarity.
By the end of the session, you’ll have practical strategies and insights to better engage with your team, enhance your interpreting practice, and ensure that each message resonates effectively with those you’re interpreting for. ASL version here!
Objectives
After this workshop, participants will be able to:
- Discuss the impact of varying audiences on interpreting product
- Analyze decisions to accommodate varying audiences
- Practice interpreting texts with varying audiences in mind
Inviting Everyone to a Table That Fits: Dissecting Fatphobia in the Interpreting Profession
Content warning: fatphobia, food/eating disorders, ableism, weight loss
An invitation to have a seat at the table can be a welcoming gesture, yet for many, it prompts a crucial question: do I fit in the seat? This workshop challenges interpreters to consider the inclusivity of their invitations, particularly regarding body diversity. Join in a deep dive into Fat Liberation and its connection with the interpreting profession.
As thought leaders, you possess a unique capacity to influence the trajectory of our field. Specifically, our engagement with social justice issues shapes not only our practice but also the communities we serve. One gap in our discourse is a conversation about Fat Liberation. It’s time for change.
This workshop calls upon interpreters to embrace Fat Liberation, paving the way for a more inclusive future. Together, we’ll dismantle systems of oppression, challenging norms perpetuated by white supremacy, thinness, patriarchy, and diet culture. Through this process, we’ll center ourselves in Fat Liberation practices and Disability Justice principles.
We’ll confront systemic barriers and explore how prioritizing Fat Liberation can mitigate microaggressions and foster allyship within our communities. Key concepts that will be covered are consent, the dichotomy of hypervisibility versus invisibility, and the transformative power of radical self-love.
This workshop isn’t just about dialogue; it’s about action. Join us in creating tangible change for the future of our communities, particularly those within the Fat community. Together, let’s dismantle barriers, foster inclusivity, and amplify voices often marginalized in our field. ASL version here!
Objectives
After this workshop, participants will be able to:
- Understand anti-fatness and the principles of Fat Liberation.
- Meticulously dissect the systemic barriers that confront fat individuals within broader societal contexts and within the specialized domain of the interpreting profession.
- Engage with Fat Liberation practices they are exposed to and do introspective work to unlearn fatphobic behavior.
Beyond the Case: From IEPs to Arrests
In Beyond the Case: From IEPs to Arrests, we’ll dive into the unique challenges of interpreting in legal and institutional settings outside the courtroom—like IEP meetings, psychological evaluations, interrogations, and arrests. This session combines practical, hands-on training with a critical look at why interpreters often feel underprepared in these high-stakes environments.
We’ll start by discussing the real-world obstacles interpreters face in these settings, including ethical dilemmas and the need for specialized skills that aren’t always covered in general training. From there, we’ll focus on building confidence and competence with hands-on exercises and role-play scenarios, giving interpreters the chance to practice real techniques for managing complex interactions.
This session will cover practical tools for staying neutral, handling sensitive information, and ensuring clear, effective communication. By blending skill-building with a frank look at the current gaps in training, interpreters will leave with both the knowledge to work confidently in these roles and a better understanding of when to advocate for further support and preparation.
Key Takeaways:
-Hands-on practice for interpreting in high-stakes settings like IEP meetings, evaluations, and law enforcement interactions.
-Insight into the challenges of working without enough training in these areas, and strategies for knowing when to seek additional preparation.
-Tools for handling ethical challenges, staying neutral, and ensuring clear communication in complex situations.
This session aims to empower interpreters to work confidently in these roles, while also encouraging advocacy for the training and support needed to succeed. ASL version here!
Objectives
After this workshop, participants will be able to:
- Practice Techniques for Challenging Settings: Try out specific skills for working in settings like IEP meetings, mental health evaluations, police interviews, and arrests.
- Spot and Handle Ethical Issues: Learn to recognize common ethical problems in these settings and practice ways to stay neutral and keep information private.
- Know When More Training is Needed: Assess if they’re prepared for certain jobs and learn how to request extra training when needed.
- Build Advocacy Skills: Practice ways to ensure clear communication and fair access for everyone involved.
- Understand the Role of the Interpreter Beyond the Courtroom: Discuss how their work in these settings supports fairness and access for Deaf individuals.
What does effective mentoring look like? A Learner-centered Framework for Mentoring
An effective mentoring relationship is one which benefits both the mentor and mentee. Mentors will explore current practices in mentoring and reflect on the impact of those practices on those they work with. Mentors will refine their ability to listen and meet mentees “where they are” with scaffolding comments and questions.
Mentees develop tools and strategies to manage their processes and take control of their interpreting decisions. This framework truly meets the learner where they are and guides the learner in developing their interpreting skills set in ways in which traditional educational approaches have fallen short. This workshop will be highly interactive and encourage the participants to engage in reflective practices. ASL version here!
Objectives
After this workshop, participants will be able to:
- Examine their own listening styles.
- Explore scaffolding prompts.
- Identify the goal of a mentoring relationship.
Empowering Deaf Interpreters: Building Resilience and Inclusion
This workshop is designed for interpreters, interpreter educators, agency representatives, service providers working with Deaf interpreters, and program coordinators in Interpreter Training Programs (ITPs). It focuses on enhancing curricula and training practices to support Deaf interpreters and foster effective teaming between hearing and Deaf interpreters. Drawing from recent research, the workshop highlights resilience traits and personal narratives of Deaf interpreters—such as personal attitudes, multilevel attachments, and educational experiences—that contribute to their career longevity.
The workshop includes engaging lectures to present these key findings, along with collaborative discussions. Participants will evaluate current training and teaming practices, identify gaps, and develop actionable strategies to improve ITP curricula, agency practices, and support structures for Deaf interpreters. Small group activities will guide participants through redesigning elements of their programs, integrating resilience factors and success stories to create a more inclusive and supportive training and working environment.
By the end of the workshop, participants will have a preliminary action plan to implement these curriculum and program enhancements, boosting educational and professional outcomes and better preparing Deaf interpreters for the challenges of their roles. This initiative ultimately aims to strengthen interpreting services for the Deaf community by building on empirical research and collective expertise to advance growth in interpreter training, support, and effective team dynamics. ASL version here!
Objectives
After this workshop, participants will be able to:
- 1. Understand Resilience Traits and Success Factors
2. Evaluate Current Training and Teaming Practices
3. Develop Actionable Strategies for Curriculum and/or Program Enhancement
4. Redesign Program Elements with Inclusive Resilience Factors
5. Create a Preliminary Action Plan for Implementation
Additional Information
- Participation in Discussions and Group Activities: Throughout the workshop, facilitators will observe participants’ engagement in discussions and small group activities. This will include assessing their ability to identify gaps in current training and teaming practices, as well as their contribution to developing ideas for curriculum and program enhancements.
- Application Exercise: Curriculum or Program Redesign Plan: In small groups, participants will create a preliminary redesign of a specific curriculum element, agency practice, or support mechanism for Deaf interpreters. This exercise will assess participants’ ability to apply resilience factors and research findings to real-world training and teaming environments.
- Action Plan Development: Each participant will draft and present a preliminary action plan that outlines the curriculum or program changes they plan to implement. The action plan should demonstrate their understanding of how to integrate resilience and inclusivity into training and teaming practices.
Leveling Up: Exploring Gatekeeping in the Interpreting Profession
This session invites participants to critically examine the concept of gatekeeping within the interpreting profession. Through real-life scenarios, participants will explore how personal privilege, bias, and systemic factors contribute to gatekeeping behaviors. The session will encourage self-reflection and provide strategies for fostering a more inclusive and equitable practice. ASL version here!
Objectives
After this workshop, participants will be able to:
- Identify personal contributions to gatekeeping and recognize the impact of privilege and bias on their practice.
- Distinguish gatekeeping behaviors and their possible implications within our profession.
- Analyze real-life case scenarios and formulate ethical responses that promote inclusion, the development of further equity, and access.
Razzle DASL: A Deaf-guided Theatrical Interpreting Journey
Do you love theatre and want to learn more about how interpreting teams, theatre venues/companies, and the Deaf/HOH community are supporting greater access for your favorite musical or play? Come learn about an innovative model used in Massachusetts that highlights access with the DASL (Director of Artistic Sign Language) guiding this inclusive and collaborative approach from choosing the team through showtime. We will break down the model, including team members, responsibilities, and the processes/timeline involved. Additionally, we will help grow your theatre interpreting knowledge and decision-making skills, including ethical considerations when interpreting in this unique environment. ASL version here!
Objectives
After this workshop, participants will be able to:
- Differentiate various models of theater interpreting used throughout the country and break down the steps to the Massachusetts/DASL-centered model for theater interpreting
- Assess and analyze the unique interpreting needs of each show, including a “fit check” for shows based on multiple criteria
- Connect at least 3 tenets from the CPC to working in theater and describe why they are important
- Define theatrical interpreting and identify key players and their appropriate roles and responsibilities in the theatre interpreting process and team
- Build a team-based approach to theater interpreting, including community resources within the local theatre landscape
Beyond ‘Show, Don’t Tell’: Advanced Depiction Strategies for Interpreters
In the realm of communication, three primary modes are typically distinguished: description, or what is conventionally termed “telling”; indication, akin to “pointing”; and depiction, often equated with “showing” (Clark 2019). We use all three in daily interactions. However, sign language interpreters and interpreting students frequently receive feedback to “show, not tell,” or to incorporate more “showing” into their renditions. This advice stems from a perception of how a Deaf person might convey the message, with more depictive features. This guidance invites a critical question: What exactly does depiction show? When asked, common responses such as “the meaning” or “the concept” remain imprecise and insufficient for operationalizing such feedback in professional practice. To meaningfully engage with this directive, we must move beyond intuitive notions of “meaning” and develop a nuanced understanding of conceptualization, as well as a framework for discussing it in actionable terms.
This workshop proposes that the conventional paradigm of “show, don’t tell” is increasingly inadequate for contemporary interpreting practice. Instead, I draw on Cognitive Grammar (Langacker 2008) to offer a more robust framework for interpreting depiction. This framework begins by recognizing that all three methods of communication are outputs of the mind, which operates through conceptualization. This dynamic process consists of two interconnected parts: content and construal.
In order to determine what to “show” in a given interpretation, we must first analyze the conceptual base underlying the content. Furthermore, we must examine the attentional mechanisms that direct focus within the conceptualization, called construal. Both content and construal shape the conceptualization and can be adjusted within any given depiction, allowing us to emphasize various supporting knowledge, different parts of the base, or an alternate construal.
The workshop will specifically focus on the depiction type known as Constructed Action, which has traditionally been defined as a signer’s depiction of a referent’s actions (Metzger 1995; Cormier et al. 2015). However, I will advance a more granular analysis based on my dissertation research at the Department of Linguistics, Gallaudet University, offering a revised definition grounded in the conceptual structure of Constructed Action. This refined approach distinguishes Constructed Action from other forms of depiction by foregrounding the distinct conceptual content being conveyed.
Moreover, I will introduce findings that Constructed Action can impose three distinct construals on different sets of content: the body, the action, and the broader scene structure. Each of these construals may vary in terms of scope, specificity, imagination, and prominence, building on Tannen’s (1989) assertion that such constructs are not witnessed reports of events but are instead constructed representations. This theoretical perspective provides further granularity in understanding how these depictions function within interpreted discourse.
By cultivating a more precise awareness of the conceptual content and construals involved in bodily depictions, interpreters will be better equipped to determine how to effectively render, “show” such conceptualizations in their work. This refined framework offers practitioners a more sophisticated set of tools for analyzing, discussing, and implementing the depiction strategies that are frequently demanded within the profession. ASL version here!
Objectives
After this workshop, participants will be able to:
- Define constructed action and dialogue and give one example of how their conceptual structures differ.
- Define why the ASL aspect of “body” is not considered a constructed action
- Demonstrate a constructed action with a change in scope
- Demonstrate a constructed action with a change in specificity
- Demonstrate a constructed action with a change in foregrounding
- Analyze a given English expression for its construal
- Define and differentiate between the three modes of communication: description, indication, and depiction, providing one example of each in an interpreted context.
- Critically evaluate the “show, don’t tell” directive in the context of Cognitive Grammar and Constructed Action, discussing the limitations of this advice in professional interpreting
- Explain how classifiers in ASL can depict bodily actions and contrast them with Constructed Action by analyzing the different ways they represent perceptual information
Data Inspires Action- Benefits of a State-Wide Interpreter Census
Over one third of our interpreters will not be interpreting in 5 years. 23% of non-certified interpreters do not plan to take a certification test. Educational Interpreters on average earn $10 less per hour. Only 6% of our workforce are interpreters of color. Over 25% of interpreters do not do any pro-bono work yearly. How would we know that if we didn’t do a survey? In 2021, Minnesota decided to conduct a statewide census of our interpreters. With close to 600 responses to the survey, we were able to glean imperative information about our field. Information like this provides the much needed evidence of where the gaps in our field truly are. This information can guide grant writing, professional development opportunities, and collaboration. The goal of this workshop is to share the process and value in conducting such a survey in hopes that participants will take these tools back to their communities. Participants will draw conclusions from the state-wide interpreter census. They will also examine the impact and benefit that data like this has on the future of interpreting access and the field at large. Finally, participants will learn about the process and begin to develop their own survey.
Reference the 2021 Minnesota Interpreter Census here: https://mrid.org/page-18355
The findings of this census directly influenced the establishment of the Interpreting Forward 2030 initiative by the MN Commission for the Deaf, DeafBlind, and Hard of Hearing.
More information can be found here: https://interpretingforward.net/ and https://mn.gov/deaf-commission/advocacy-issues/communication-access/interpreting-forward/
Objectives
After this workshop, participants will be able to:
- To draw conclusions from the data collected from a state-wide interpreter census
- To examine the impact and benefits that data like this has on the future of interpreting access and the field at large
- To apply the initial steps to implement a census or survey in their local community
Anti-Oppression Framework in Interpreting
This session introduces an innovative tool developed by a team of deaf and hearing interpreters for the Center for Atypical Language Interpreting (CALI). CALI is a grant-funded project designed to increase the skills of interpreters in working with a wider variety of populations and across a wider range of language variation. The form is designed to help interpreters integrate an anti-oppression framework into their interpreting practice. The tool was developed and tested in CALI’s Program of Study with the aim to support interpreters in adopting new perspectives that enhance their decision-making and overall practice. It has been further adapted for use by general practitioners in sign language interpreting.
This workshop is specifically tailored for experienced interpreters who want to strengthen their DEIAB (Diversity, Equity, Inclusion, Accessibility, and Belonging) practice. Participants will engage in small-group discussions, observe best practices, and apply the new tool while exploring their own thought patterns and their influence on professional interactions. ASL version here!
Objectives
After this workshop, participants will be able to:
- Relate a new tool to real-world interpreting interactions;
- Analyze their interpreting practice for improvement;
- Formulate new scripts using DEIAB frameworks in working with various parties of an interpreted interaction.
RID turned 60, and we are so excited to celebrate this milestone with all of you at the Anniversary Gala!
We invite you to join over 1,000 leaders, professionals, and influencers in the interpreting and language access fields in the exhibit hall where you will be able to network with like-minded individuals and companies in the industry. Our exhibit hall hours will be posted with the agenda, along with unique experiences that coincide inside the hall during the show hours.
The En Avant Sessions is a new launch, a morning cafe featuring presentations followed by facilitated roundtable discussions to promote deeper engagement. With daily presentations on various hot topics featuring leading experts in the profession, roundtable discussions will offer opportunities for attendees to discuss challenges, gain new knowledge, and share success stories.