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primary client of the interpreter. For example, in a court situation, is the judge orthe Deaf person the primary client?Guidance should be available for Deaf users and for public service users about therole of the interpreter, ways of working effectively with an interpreter, and thesupports needed by the interpreter in order to work well such as preparation,detailed information about the task, appropriate physical environment, breaks.Training for public sector staff would be helpful. Many Deaf people, particularlyolder people, may also need training and support in working with an interpreter.4.7 THEME 5:THERE IS SCOPE FOR IMPROVED TRAINING ANDONGOING PROFESSIONAL DEVELOPMENT FORINTERPRETERSThe advent of the Centre for Deaf Studies has contributed significantly to thedevelopment of professional interpreting services and is widely welcomed. Thereis considerable scope and great need for developments in the area of training andprofessional development of interpreters. Contributors identified essentialdevelopments in initial training, continuing professional development, andongoing professional support for high quality interpreting.4.7.1 Initial trainingThe training programme in sign language interpretation run by the Centre for DeafStudies is seen as having contributed greatly to improving the availability ofinterpreters and putting in place professional training for Irish Sign Languageinterpreting. Several contributors, including management of the Centre for DeafStudies, expressed the view that the Centre would benefit from being placed on apermanent footing within Trinity College.Deaf people, interpreters and representative organisations highlighted the needfor a longer period of initial training. A three or four year programme is needed,in their view. The longer programme would allow for intensive periods ofpractical work, and more time spent on developing skills in Irish Sign Language.One view was that the time spent on Irish Sign Language teaching needs to bedoubled, in line with the US norm for language teaching. (Proposals for a Degreeprogramme at the CDS are under consideration, and, if agreed, will take aboutfour years to implement.)Entry requirements were raised by a number of contributors, and there was a viewthat that the level of Irish Sign Language on entry to the programme needs to bevery high, particularly given the short duration of the programme. Skills of trainersand tutors should also be rigorously appraised and supported.It was suggested that an allied matter requiring attention is the need to introducegreater standardisation of Irish Sigh Language and a reduction in the variability ofsigns currently in use.page 72 • Review of Sign Language Interpretation Services and Service Requirements in Ireland
Deaf contributors from outside Dublin made the case for offering trainingprogrammes in other locations, such as University of Limerick, as a way of bringinggeographical diversity and greater competition into the field. The cost of movingto Dublin for training was seen as a disincentive for people from outside Dublinwho might otherwise be interested in training as interpreters.4.7.2 Continuing professional developmentAll contributors stressed the need for a structured system of continuingprofessional development for interpreters. Such a system would take account ofthe need for continuous exposure to different signing styles.In the first instance, a formal scheme of mentoring and support for newly qualifiedand inexperienced interpreters is needed. On an ongoing basis, both informalworkshop-type programmes as well as formal courses were seen as having valueand potential. Programmes would cover aspects of interpreting such as therelationship with the Deaf person and the public service user of the service, aswell as more technical interpreting matters. The Irish Association of Sign LanguageInterpreters (IASLI) already offers workshops to its members, and they and othersfelt that the professional association could contribute a lot to ongoing professionaldevelopment, either itself or in partnership with others, if more structured fundingwas available for this.4.7.3 Specialist skill developmentThe absence of training for specialist types of interpreting is a problem, and thereis general agreement that specialist training/development is needed in areas suchas legal interpreting. However, this may not be simply a matter of putting onprogrammes. The Centre for Deaf Studies pointed to the experience in othercountries, where it proved difficult to sustain specialist programmes on account ofthe relatively low numbers and the sporadic requirement. There was also a viewthat the freelance status of interpreters could make it difficult for people toparticipate in formal specialist programmes and that incentives in terms of careerstructure or financial recognition of additional skills would be needed.4.8 THEME 6:ACCREDITATION AND A FORMAL REGISTRATION PROCESSFOR INTERPRETERS IS ONE OF THE MOST URGENTPRIORITIES IN DEVELOPING SLI SERVICES IN IRELANDStrong recurring themes in the consultation process were the myriad problemsstemming from the absence of accreditation for those who have completed theprofessional training programme with the Centre for Deaf Studies in TrinityCollege and the absence of regulation of interpreters.The absence of accreditation is a major barrier to optimising the stock of interpreterskills and to effective administration of the available resources. It is a serious sourceof frustration for Deaf people, and interpreters. There were differing views as tohow the accreditation process should be developed and managed.Review of Sign Language Interpretation Services and Service Requirements in Ireland • page 73
Page 1:
RESEARCH SERIESSEPTEMBER 2006Review
Page 4:
4.8 Theme 6: Accreditation and a fo
Page 7:
PrefaceAs proposed in the Outline S
Page 10 and 11:
Key players involved in SLI service
Page 12 and 13:
Interpreter staffing and skillsIt i
Page 14 and 15:
INTERNATIONAL BEST PRACTICEThe rese
Page 16 and 17:
appears to be growing in popularity
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• Personalised service - A person
Page 20 and 21:
• The establishment of a new enti
Page 22 and 23: • Further development of the Iris
Page 24 and 25: • Estimated cost in year 1 is €
Page 26 and 27: 1.3 REVIEW OBJECTIVES and SCOPE1.3.
Page 28 and 29: 2 Review Methodology2.1 APPROACHFig
Page 30 and 31: Interviews and discussions• Inter
Page 32 and 33: 3 Overview of CurrentSign LanguageI
Page 34 and 35: Table 3.1. Persons aged 15 to 64, w
Page 36 and 37: 3.2 POLICY AND LEGISLATION3.2.1 Int
Page 38 and 39: Sustaining Progress, Social Partner
Page 40 and 41: According to the Education Act 1998
Page 42 and 43: 3.4 KEY PLAYERS INVOLVED IN SLI SER
Page 44 and 45: upholding the status of Irish Sign
Page 46 and 47: 3. A Deaf user or service provider
Page 48 and 49: 3.5.3 Main reasons for accessing se
Page 50 and 51: InternetThe internet and email have
Page 52 and 53: As shown in the table above, there
Page 54 and 55: Figure 3.10. Total number of interp
Page 56 and 57: The first cohort of students on the
Page 58 and 59: Looking at the summary financial an
Page 60 and 61: 3.7.2 Overall client spend on sign
Page 62 and 63: The public sector service providers
Page 64 and 65: 4.3 THEME 1:THE NEED FOR SIGN LANGU
Page 66 and 67: subject for both Deaf and hearing s
Page 68 and 69: 4.5 THEME 3:ACCESS TO SLI SERVICES
Page 70 and 71: 4.6 THEME 4:THE QUALITY OF SLI AND
Page 74 and 75: 4.8.1 The impact of the absence of
Page 76 and 77: 4.9.3 What is neededFunding is need
Page 78 and 79: 4.10.3 A quality service on the gro
Page 80 and 81: Table 5.1. Key statistics on SLI se
Page 82 and 83: The research has considered mainstr
Page 84 and 85: Summary• Other than where the par
Page 86 and 87: 5.2.1 Linguistic approachIn all of
Page 88 and 89: Interpreting services are also prov
Page 90 and 91: 5.3.1 Population distributionMost o
Page 92 and 93: 5.3.3 Responsibility for booking in
Page 94 and 95: 5.3.4 Sign language interpretersSal
Page 96 and 97: The use of videophones and webcams
Page 98 and 99: • It provides a flexible solution
Page 100 and 101: 5.5 QUALITY OF SLI SERVICES DEFINED
Page 102 and 103: 5.5.2 Interpreter training courses
Page 104 and 105: Pressure for the registration and r
Page 106 and 107: Proposal (which has been agreed wit
Page 108 and 109: • In most of the countries includ
Page 110 and 111: Table 5.6. Overview of key strength
Page 112 and 113: 6 Summary ofKey Findings6.1 INTRODU
Page 114 and 115: 6.3 KEY AREAS FOR IMPROVEMENT IN TH
Page 116 and 117: 7 Recommended FutureModel for Deliv
Page 118 and 119: 7.2 RECOMMENDED FUTURE SLI SERVICE
Page 120 and 121: Table 7.2. Key areas for improvemen
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7.3.2 Comhairle - oversight of SLI
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There are substantial risks associa
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Requirements:• Excellent project
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7.3.9 ComplaintsThe Irish Sign Lang
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number of Deaf clubs. The videophon
Page 132 and 133:
7.6 OTHER RECOMMENDATIONS TO SUPPOR
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Accreditation should be linked to t
Page 136 and 137:
videophone technology, piloted in t
Page 138 and 139:
It is assumed that the rollout of t
Page 140 and 141:
Appendix 1: Bibliographyand Referen
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www.bris.ac.uk/deaf - Bristol Centr
Page 144 and 145:
SASLISLAISLISLIANZSMSTCDVCOThe Scot
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