1. Strategies for preparing Deaf students and interpreters for study abroad opportunities
Barbara Borich
Jana Swenson
University of Arizona

3. Learning Outcomes
Understand the uniqueness of sending interpreters to facilitate communication access in a Study Abroad experiences.
Understand the detailed planning as well as roles/responsibilities of participants involved in planning
Become familiar with the Study Abroad Office as a campus resource for international study, and understand the basics of how the study abroad process works.

4. Roles/responsibilities for detailed planning
Student
Selects study abroad site
Provides relevant information to DRC
Assists with interpreter selection
DRC
Draft contract
Hire interpreter (s)
Meet with Study Abroad staff
Determine additional accommodations
Interpreter
Work closely with SA personnel, student, team to balance demands.
Uphold the established RID tenets for ethical behavior

5. Unique Key points DRC Interpreter
-Other factors to consider when hiring interpreter (travel experience, host country language)
-Compatibility with student
-working long period of time
-contract
-navigating cultural differences
-boundaries

6. Study Abroad Office
Works closely with parents, students and DRC with thorough pre-departure processes, study abroad programs and resources for study abroad alumni.
Deadline reminders
Detailed to-do lists
Program itinerary
Travel Information
Etc.…

7. Drafting Contract Assignment (Program dates, travel plans)
Assignment Responsibilities
Compensation (Working hours)
Supplemental Arrangements/Costs
Additional Information

8. Hiring interpreter(s)
Students involved actively in the selection process. Every effort made to honor student’s request.
If two interpreters are required for the assignment, the first interpreter selected will be involved in the selection of the second interpreter.
Preference to interpreters who have experience interpreting in international educational programs and who are familiar with the language of the country of travel.

9. Working with Study Abroad Staff
Meet with on-site person who is responsible for making arrangements with the program staff. Make sure they understand interpreter’s role and process the role DRC will play as a resource.
Identify person who will be physically present during the program.

10. Critical points to establish
*Who are the Points of Contact? (Both USA/Foreign)
*What are the expectations of the interpreter and the student
-contract signed by both parties regarding needs, expectations, and boundaries
*compensation
*housing
*extra expenses
* Expectations during the unexpected :)

11. Up Up and Away! Airport: Time to get to know each other.
Communicate boundaries/expectations
Up in the air: Take care of yourself and be available.
Remember interpreters are human, you will get tired too. :)

12. While on site What does the itinerary look like Semester Long VS.
Compressed Time

13. Semester Long Classroom time: How often? Meal Time: Together or not?
Extra trips: Do I go?
Social events (Formal and Informal) : What does the student want?
Tools: Phones, transport, etc.

14. Compressed Time Your days will be long Presentations Excursions
What is most beneficial for the student?
Presentations
Preparation
If in contact before you leave, get materials
If not, ask when you arrive.
Don’t be afraid to ask questions
Excursions
Should the interpreter participate?
Last minute added adventures?
Meal Times
to eat together or not to eat together.
Social Interactions

15. When one returns Schedule rest time! Close the loop Jet lag
you just worked A LOT
Close the loop
check in with POC on both sides
What worked
What did not work, why, and what can be done differently.

16. Resources
Mobility International USA A non-profit clearinghouse sponsored by the U.S. Department of State. Provides information and resources on disability and study abroad as well as detailed tip sheets.
Council on International Educational Exchange

17. Contact Barb Borich 520-621-5176 voice 520-445-8556 VP
Jana Swenson