Cover not available

Article published In: Interpreting
Vol. 28:1 (2026) ► pp.122–151

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

Deafblind interpreter practice and training

ORCiD logo with link | Monash University
ORCiD logo with link | Monash University
ORCiD logo with link | Monash University
ORCiD logo with link | Monash University
ORCiD logo with link | Monash University
ORCiD logo with link | Able Australia | University of Melbourne
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with Monash University.

Published online: 1 December 2025
DOI logo with link
https://doi.org/10.1075/intp.00128.hla
Abstract
Deafblind people have complex interpreting needs that often go beyond interlingual transfer. Their communicative profiles vary across various modes — visual, tactile and verbal — yet comparatively little is known about the repertoire of modes used by interpreters who work with deafblind people. Existing research shows that the communicative capacities and preferences of deafblind people encompass close-range signing, visual frame signing, tactile signing, haptics, print-on-palm, re-speaking and Protactile. This article presents empirical findings of 149 deafblind interpreters’ reported practices relating to their mode and frequency of work. Our overview of interpreter practice is followed by an examination of interpreters’ training experiences. This mirrors the typical path for interpreters, who first gain sign-language interpreting skills and then develop deafblind-specific sign-language interpreting skills as they start to work with deafblind people. Where pre-practice training was available, it seldom included content on deafblind communication beyond a basic introduction, if at all. Thus, the acquisition of knowledge and skills about deafblind interpreting, for most but not all, usually occurs after commencing work in the field. Focusing on responses that report on the positive aspects of professional development training, we conclude by providing recommendations on knowledge areas, skills and activities that could be catered for during training for interpreters looking to work in this field and also for those already practising as deafblind interpreters.
Article outline
  • 1.Introduction
  • 2.Overview of deafblind interpreting
  • 3.Methodology
  • 4.Results and discussion
    • 4.1Respondent characteristics
    • 4.2Deafblind interpreting as a proportion of overall interpreting work and its frequency
    • 4.3Communication modes
    • 4.4Pre-practice training
    • 4.5Professional development
  • 5.General discussion and conclusion
  • Acknowledgement
  • Notes
  • References
References (61)
References
Able Australia (2025). Communication guide training. [URL]
Adam, R., Webb, S. & Napier, J. (2025). Revisiting interpreting Down Under: Sign language translator and interpreter education and training in Australia. In J. Napier, S. Webb & R. Adam (Eds.), International perspectives on sign language translator and interpreter education. Washington, DC: Gallaudet University Press, 25–54. Google Scholar logo with link to Google Scholar
Berge, S. S. & Raanes, E. (2013). Coordinating the chain of utterances: An analysis of communicative flow and turn taking in an interpreted group dialogue for deaf-blind persons. Sign Language Studies 13 (3), 350–371. Google Scholar logo with link to Google Scholar
Bontempo, K. & Levitzke-Gray, P. (2009). Interpreting down under: Sign language interpreter education and training in Australia. In J. Napier (Ed.), International perspectives on sign language interpreting. Washington, DC: Gallaudet University Press, 149–170. Google Scholar logo with link to Google Scholar
Bontempo, K., Napier, J., Hayes, L. & Brashear, V. (2014). Does personality matter? An international study of sign language interpreter disposition. Translation & Interpreting: The International Journal of Translation and Interpreting Research 6 (1), 23–46. Google Scholar logo with link to Google Scholar
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3 (2), 77–101. Google Scholar logo with link to Google Scholar
Chambers, K., Moore, K. & Ramey, C. (2019). Developing confident and competent DeafBlind interpreters. In E. Maroney, A. Smith, S. Hewlett, E. Trine & V. Darden (Eds.), Integrated and open interpreter education. Portland: Open Oregon Educational Resources, 76–98Google Scholar logo with link to Google Scholar
Clark, J. L. (2023). Co-navigation. In J. L. Clark. (Ed.), Touch the future: A manifesto in essays New York: Norton, 83–106.Google Scholar logo with link to Google Scholar
DBINTRC (2018). DeafBlind interpreting: Toward effective practice. DeafBlind Interpreting National Training and Resource Center. [URL]
Deafblind Network of Ontario (2018). What is an intervenor? [URL]
Deutscher Blinden- und Sehbehindertenverband e.V. [German Federation of the Blind and Partially Sighted] (2024). Qualifizierungsprofil für Taubblindenassistentinnen und assistenten des gemeinsamen Fachausschusses hörsehbehindert / taubblind (GFTB). [Qualification profile for Deafblind assistants of the joint Technical Committee for the Deafblind / Vision-impaired and hard-of-hearing]. [URL]
Duvernoy, B., Topp, S. & Hayward, V. (2019). “HaptiComm”, a haptic communicator device for deafblind communication. In H. Kajimoto, D. Lee, S. Y. Kim, M. Konyo & K. U. Kyung (Eds.), Haptic interaction. Perception, devices and algorithms. Singapore: Springer, 112–115. Google Scholar logo with link to Google Scholar
Edwards, T. (2024). Going tactile: Life at the limits of language. Oxford: Oxford University Press. Google Scholar logo with link to Google Scholar
Edwards, T. & Brentari, D. (2020). Feeling phonology: The conventionalization of phonology in Protactile communities in the United States. Language 96 (4), 819–840. Google Scholar logo with link to Google Scholar
Erlenkamp, S., Amundsen, G., Berge, S., Grande, T., Mjøen, O. T. & Raanes, E. (2014). Becoming the ears, eyes, voice and hands of someone else: Educating generalist interpreters in a three-year programme. In J. Napier (Ed.), Signed Language Interpreting. Washington, DC: Gallaudet University Press, 12–36.Google Scholar logo with link to Google Scholar
Gabarró-López, S. & Mesch, J. (2020). Conveying environmental information to deafblind people: A study of tactile sign language interpreting. Frontiers in Education 51, Article 157. Google Scholar logo with link to Google Scholar
Gallaudet University (2024). B.A. in Interpretation. [URL]
Gesellschaft:Inklusion:Bildung [Society:Inclusion:Education] (n.d.). Weiterbildung zum*zur Dolmetscher*in für Taubblinde Menschen [Advanced training for interpreters to work with deafblind people]. [URL]
Godfrey, L. (2011). Characteristics of effective interpreter education programs in the United States. International Journal of Interpreter Education 31, 88–105.Google Scholar logo with link to Google Scholar
Gonzalez, E. (2019). Professional development as a vehicle on the road towards professionalism. The AUSIT experience. Intralinea 211, 1–10.Google Scholar logo with link to Google Scholar
granda, a. & Nuccio, J. (2018). Protactile principles. World Association of Sign Language Interpreters. [URL]
Hein, A. (2014). Interpreter education in Sweden: A uniform approach to spoken and signed language interpreting. In J. Napier (Ed.), Signed language interpreting. Washington, DC: Gallaudet University Press, 124–145. Google Scholar logo with link to Google Scholar
Hesse, P. & Nielsen, G. (2018). Haptic signals — 139 new and known signals. Danish DeafBlind Association. [URL]
Hlavac, J., Tobias, S., Sundin, L., Knowles, S. & Archila, A. A. (2024). Translators’ and interpreters’ engagement with professional development in Australia: An analysis of key factors. Translation & Interpreting: The International Journal of Translation and Interpreting Research 16 (1), 142–165. Google Scholar logo with link to Google Scholar
Katan, D. (2009). Occupation or profession: A survey of the translators’ world. Translation and Interpreting Studies 4 (2), 187–209. Google Scholar logo with link to Google Scholar
Kobayashi, S. (n.d.). Support activities in Asia at the Japan Deafblind Association. [URL]
Maroney, E. & Smith, A. (2010). Defining the nature of the “gap” between interpreter education, certification and readiness-to-work: A research study of bachelor’s degree graduates. RID Views 27 (4), 35–37.Google Scholar logo with link to Google Scholar
Mesch, J. (2001). Tactile sign language: Turn taking and questions in signed conversations of deaf-blind people. Lübeck: Signum-Verlag.Google Scholar logo with link to Google Scholar
Mesch, J. & Raanes, E. (2023). Meaning-making in tactile cross-signing context. Journal of Pragmatics 2051, 137–150. Google Scholar logo with link to Google Scholar
Mesch, J., Raanes, E. & Ferrara, L. (2015). Co-forming real space blends in tactile signed language dialogues. Cognitive Linguistics 26 (2), 261–287. Google Scholar logo with link to Google Scholar
Napier, J. (2004). Sign language interpreter training, testing and accreditation: An international comparison. American Annals of the Deaf 149 (4), 350–359. Google Scholar logo with link to Google Scholar
National Accreditation Authority for Translators and Interpreters (n.d.). Recognised practising deafblind interpreter. [URL]
National Consortium of Interpreter Education Centers (2016). DeafBlind interpreting. An infusion module for interpreter education programs. [URL]
National Registers of Communication Professionals working with Deaf and Deafblind People (n.d.). Sign language interpreters. [URL]
Northwestern Connecticut Community College (2001). National curriculum for training interpreters working with people who are deaf-blind. [URL]
Palmer, R. & Lahtinen, R. (1994). Communication with usher people. Deafblind Education July–December1, 7–9.Google Scholar logo with link to Google Scholar
(2015). History of social-haptic communication. [URL].
Protactile Language Interpreting National Education Program (2022). Protactile Theory Certificate. [URL]
Raanes, E. (2020). Access to interaction and context through situated descriptions: A study of interpreting for deafblind persons. Frontiers in Psychology 111, 573154. Google Scholar logo with link to Google Scholar
(2026). The differences between sign language interpreting and tactile sign language interpreting. In M. J. Janssen, T. S. Hartshorne & W. Wittich (Eds.), Communication with people who are deafblind: Assessment and intervention. Oxford: Oxford University Press, 369–381.Google Scholar logo with link to Google Scholar
Raanes, E. & Berge, S. (2017). Sign language interpreters’ use of haptic signs in interpreted meetings with deafblind persons. Journal of Pragmatics 1071, 91–104. Google Scholar logo with link to Google Scholar
(2021). Intersubjective understanding in interpreted table conversations for deafblind persons. Scandinavian Journal of Disability Research 23 (1), 260–271. Google Scholar logo with link to Google Scholar
Sense.org.uk. (2024). Deafblind awareness week. [URL]
Shaw, S. (2015). Interpreting for deafblind persons. In F. Pöchhacker (Ed.), Routledge encylopaedia of interpreting studies. London: Routledge, 200–201.Google Scholar logo with link to Google Scholar
Swabey, L., Olson, A., Sever-Hall, A. & Gamache, K. (2022). Novice interpreters, American Sign Language proficiency, and the National Interpreter Certification Performance Exam. Journal of Interpretation 30 (1), 1–24.Google Scholar logo with link to Google Scholar
Takada, E. & Koide, S. (2009). Training of sign language interpreters in Japan: Achievements and challenges. In J. Napier (Ed.), International perspectives on sign language interpreting. Washington, DC: Gallaudet University Press, 190–199. Google Scholar logo with link to Google Scholar
Urdal, G. H. S. (2017). Conquering the interpreter’s operational space: Sign language interpreting students and their acculturation to deafblind clients. International Journal of Interpreter Education 9 (2), 21–35.Google Scholar logo with link to Google Scholar
(2019). Discoursing into interpreting-sign language interpreting students and their construction of professional identity as interpreters for deafblind individuals. Journal of Interpretation 27 (1), Article 41, 1–19.Google Scholar logo with link to Google Scholar
US Education Department (2021). Proposed priority and requirements — Training of Interpreters for Individuals who are Deaf or Hard of Hearing and Individuals who are DeafBlind Program. [URL]
Volpato, L. & Mantovan, L. (2021). A proposal for the integration of social-haptic communication in the training of (tactile) Italian Sign Language interpreters. In R. Moratto & D. Li (Eds.), Global insights into public service interpreting. London: Routledge, 241–256. Google Scholar logo with link to Google Scholar
Walker, J. & Shaw, S. (2011). Interpreter preparedness for specialized settings. Journal of Interpretation 21 (1), 1–13.Google Scholar logo with link to Google Scholar
Wilcox, S. & Wilcox, P. P. (1997). Learning to see: Teaching American Sign Language as a second language. Washington, DC: Gallaudet University Press.Google Scholar logo with link to Google Scholar
Willoughby, L., Hlavac, J. & Hunter, E. (2023). Professionals working with deafblind people: Results of a global survey. [URL]
Willoughby, L., Iwasaki, S., Bartlett, M. & Manns, H. (2018). Tactile sign languages. In J.-O. Östman & J. Verschueren (Eds.), Handbook of pragmatics 211. Amsterdam: John Benjamins, 239–258. Google Scholar logo with link to Google Scholar
Willoughby, L., Manns, H., Iwasaki, S. & Bartlett, M. (2020). From seeing to feeling: How do deafblind people adapt visual sign languages? In K. Allan (Ed.), Dynamic language changes: Looking within and across languages. Singapore: Springer, 235–252.Google Scholar logo with link to Google Scholar
Witcombe, D. (2020). Social-haptic communication. Able Australia. [URL]
WASLI (2013). Deafblind interpreter education guidelines. World Association of Sign Language Interpreters. [URL]
WFDB (2018). World Federation of the Deafblind global report 2018. [URL]
(2023). World Federation of the Deafblind second global report 2023. [URL]
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue