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Interpreting with Deafblind People in Michigan

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Interpreting with Deafblind People in Michigan 1 Interpreting with DeafBlind People in Michigan by Mitch Holaly An Action Project Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Arts in Interpreting Studies and Communication Equity St. Catherine University St. Paul, Minnesota MAISCE Faculty Advisor: Erica Alley, Ph. D. Committee Member: Terra Edwards, Ph. D. Signature of Program Director Date 2 ã Copyright by Mitch Holaly June 2020 All rights reserved 3 A note on language of publication I would be remiss not to address the issue of my decision to publish in written English to complete a degree related to “communication equity”. It is no secret that formal academic writing disenfranchises many. So too does publishing a work in a single language. Two main factors influenced the decision to publish in written English. First, because this work revolves around DeafBlind communities, publishing in English allows remote electronic access for DeafBlind people who utilize Braille displays, screen reading software, or other forms of assistive technology. Secondly, this document’s main function is to partially satisfy the requirements to earn a graduate degree. While I gladly share the information contained in the following pages, I recognize that it is not optimally design for all stakeholders to access. In alignment with Action Research philosophy (Stringer, 2014), I intend to share research results in modes that are culturally appropriate and in languages that maximize the potential for understanding. As I have learned throughout the MAISCE program, with equity, rarely are things “either/or”, but more likely “both and…”. 4 COVID-19 Acknowledgment Near the end of 2019, the novel coronavirus disease (COVID-19) began its spread worldwide and has significantly impacted the way people live their lives. In an attempt to slow the spread of the deadly disease, the Michigan government, like many other governments worldwide, closed all non-essential businesses, ordered public schools to operate virtually, and issued “stay-at-home” orders. While these changes impacted the data collection phase of this research, perspective is not lost on the researcher. To date, over 5,790 Michiganders1 and 440,290 people worldwide2 have died due to COVID-19. My thoughts are with those people and their families. They are also with the DeafBlind communities who have been and will likely continue to be significantly impacted not only by COVID-19 but the practices that have been put in place to limit interpersonal contact. For some DeafBlind communities, interaction with the world and the people in it occurs through physical touch. Intentional consideration will be needed moving forward to navigate public health concerns and people’s human right to tactile ontologies. 1 State of Michigan. (2020, June 17). Coronavirus. Retrieved from https://www.michigan.gov/coronavirus 2 World Health Organization. (2020, June 17). Coronavirus disease (COVID-19) pandemic. Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019 5 Acknowledgments While it is my name that will be printed on the degree, it has truly been because of the support of countless people that I am able to complete this work. The faculty of the Masters of Arts in Interpreting Studies and Communication Equity (MAISCE) at St. Catherine University have pushed me to expand my knowledge and practice so that I can do better in the world. I would also like to acknowledge both Dr. Erica Alley and Dr. Terra Edwards for their support, patience, and the invaluable insight they brought to this research project. My introduction into the MAISCE family really started with the extraordinary “Cohort 2”, who led by example and was always gracious with their time and support. To my Cohort 3 family, I simply say, “I love you”. What a privilege it has been to experience this journey with all of you; both those graduating this year and those who are working through a different plan. I am inspired by the work you do and more importantly, the people you are. None of this would have happened if it was not for the Deaf, DeafBlind, and interpreting communities in Michigan. Over the past ten years, I have had the privilege to work with these amazing groups and am humbled to have been embraced by the Flint Deaf community. Countless people have mentored me and fostered my development as a professional. Pertinent to this research, Jill Gaus and Isabel (Izzy) Florence, have provided opportunities that have taught me so much about the Michigan DeafBlind community. I extend my gratitude to my Michigan interpreting colleagues, who continuously strive to advance our profession and showed overwhelming support by participating in this research. While I have a long list of stellar interpreting collogues for whom I am thankful, I must pay particular homage to Mrs. Helen Boucher. Your leadership, mentorship, and friendship are priceless. 6 I also must thank the “extended” DeafBlind community that welcomed me in during the second convening of the DeafBlind Interpreting Institute (DBII). My deepest appreciation to all of the DeafBlind mentors who graciously taught us about protactile language and its philosophy. I thank Yashaira (Yash) Romilus, Jelica Nuccio, and John Lee Clark for their particular investment in my development. Additionally, I am thankful for all the work the co-directors of the DeafBlind Interpreting National Training and Resource Center, CM Hall and Heather Holmes has done for the field and for me personally. To my family, I will never be able to fully articulate my appreciation and love for you. It is your support, in all its varied forms, that has kept me going. To my mother and sister, I thank you for being exemplary models of doing work that lifts up a community. To my wife, Megan, you are my rock. Thank you for your empathetic listening, your unwavering support, your limitless patience, and for shouldering more household duties than your share over the past two years. I love you. Lastly, to the lights of my life, Daddy loves you J, V, and baby #3. 7 Table of Contents List of Tables and Figures ............................................................................................................ 9 Abstract ........................................................................................................................................ 11 Chapter 1: Introduction ............................................................................................................. 12 Definition of “qualified interpreter” ........................................................................................ 14 Researcher’s positionality ........................................................................................................ 15 Chapter 2: Literature Review .................................................................................................... 17 Defining DeafBlind communities .............................................................................................. 18 Language and communication. ............................................................................................. 19 Organizations ........................................................................................................................ 23 Stigma of DeafBlind individuals. ......................................................................................... 25 Interpreting with DeafBlind people .......................................................................................... 28 Interpreter education ................................................................................................................ 30 Supply and demand of interpreters ........................................................................................... 33 Chapter 3: Methodology ............................................................................................................. 36 Survey ........................................................................................................................................ 36 Interviews .................................................................................................................................. 39 Analysis ..................................................................................................................................... 41 Chapter 4: Results and Discussion of Findings ........................................................................ 42 Survey: Total participation ....................................................................................................... 42 Interviews: Total Participation ................................................................................................. 43 Survey: Demographics .............................................................................................................. 44 Endorsed vs non-endorsed demographic analysis .................................................................... 49 Training .................................................................................................................................... 52 Supply and Demand of interpreters .......................................................................................... 57 DeafBlind endorsement ............................................................................................................. 60 Motivations and barriers for non-endorsed interpreters .......................................................... 63 Motivations and barriers for endorsed
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