,CHAPTER ,TWO3 ,SOME ,ILLUSTRATIONS ,SLIDE #A3 ,SELECTING THE ,SITE AND ,ACCOMMODATIONS FOR YOUR ,WORKSHOP_/,TRAINING ,SLIDE #B3 ,OVERVIEW ,THIS PRESENTATION INCLUDES INFORMATION TO HELP CHOOSE A SITE AND MAKE IT READY FOR TRAINING4 ,IT INCLUDES DISCUSSION OF THE ROOM ITSELF1 LIGHT AND ACOUSTICS1 AS WELL AS ,ARRANGEMENTS TO BE MADE FOR AMPLIFICATION AND INTERPRETERS1 ,ALL WITH A FOCUS ON GOOD COMMUNICATION4 ,SLIDE #C3 ,CHOOSING A ,SITE ,SLIDE #D3 ,LOCATION ,CHOOSE A SITE THAT IS EASILY AND COMFORTABLY ACCESSIBLE TO INSTRUCTORS AND PARTICIPANTS4 ,THIS MAY MEAN NEAR A BUS LINE4 #A ,THERE SHOULD BE GOOD SIDEWALKS1 AND PREFERABLY AMPLE PARKING4 ,PHOTO DESCRIPTION 7RIGHT73 ,A CITY BUS IS MOVING DOWN THE STREET2 ABOVE THE DRIVER'S WINDSHIELD1 THE ELECTRONIC BANNER INDICATES 8#AE VIA ,BALLARD40 ,SLIDE #E3 ,LOCATION ,YOU WILL ALSO WANT NEARBY CHOICES FOR THE LAB EXERCISES 7E4G4 RESTAURANTS AND SHOPS THAT ARE WILLING TO LET YOU USE THEIR SPACE FOR PRACTICE74 ,SOME PEOPLE PREFER A FAMILIAR LOCATION 7LESS STRESS FINDING IT7 WHILE OTHERS PREFER A SITE THAT WILL PROVIDE MAXIMUM EXPOSURE TO THE ,,DB ,COMMUNITY 7TRAINING AS PUBLIC RELATIONS74 ,SLIDE #F3 ,LOCATION ,MONEY IS OFTEN A CONSIDERATION AND WHILE SPACE IN OUTLYING AREAS MAY COST LESS1 IT MAY NOT SUIT THE #B CRITERIA FOR TRANSPORTATION OR PROXIMITY TO LAB SITES4 ,THE COORDINATOR HAS A BIG JOB CHOOSING THE SITE AND ARRANGING THE LABS4 ,SLIDE #G3 ,BUILDING & ,SITE ,THE BUILDING SHOULD HAVE OPPORTUNITIES TO PRACTICE GUIDING STAIRS1 DOORS AND ACCESS TO THE OUTDOORS4 ,IT SHOULD BE CLOSE TO SITES FOR LAB EXERCISES4 ,PHOTO ,DESCRIPTION3 ,SHOWN IS A FRONT ENTRANCE OF A BUILDING WITH TWO SETS OF SWINGING DOORS4 ,SLIDE #H3 ,THE ,ROOM ,SLIDE #I3 ,,DB TRAINEES AND ,,SSP TRAINEES ,SOME ,,DB PEOPLE WILL COMMUNICATE TACTUALLY1 SOME VISUALLY AND SOME AUDITORILY4 ,TRAINING AND THE SPACE SHOULD BE MODIFIED TO SUIT THE COMMUNICATION4 ,,SSP'S WILL COMMUNICATE VISUALLY #C 7USING ,SIGN ,LANGUAGE74 ,SLIDE #AJ3 ,,SSP'S FOR ,,HH-DB PEOPLE ,,SSP'S WHO ARE NOT FLUENT IN ,SIGN ,LANGUAGE AND WHO ARE TAKING TRAINING TO WORK WITH HARD-OF-HEARING ,,DB PEOPLE SHOULD NEVERTHELESS KNOW BASIC TACTUAL COMMUNICATION 7FINGERSPELLING1 GUIDING SIGNALS AND BECOMING COMFORTABLE WITH TOUCH74 ,SLIDE #AA3 ,SPACE & ,VISUALS ,CLASSROOMS1 AND BOARD OR CONFERENCE ROOMS TYPICALLY OFFER GOOD LIGHTING ,ROOM TO WRITE1 MOVE AROUND AND DO ACTIVITIES IS HELPFUL4 ,PHOTO ,DESCRIPTION 7RIGHT73 ,SEVEN PEOPLE ARE IN A ROOM WITH COVERED WINDOWS4 ,THE LEFT SIDE OF A LONG TABLE IS SHOWN1 STARTING AT THE BOTTOM AND STRETCHING TO THE FAR RIGHT4 ,SIX ARE SEATED AT THE TABLE1 WHILE ONE PERSON IS STANDING #D AGAINST THE WINDOWS4 ,ALL ARE FACING TO THE RIGHT1 LISTENING OR PAYING ATTENTION4 ,SLIDE #AB3 ,LIGHT & ,WALLPAPER ,HOTEL ROOMS ARE OFTEN POORLY LIT AND HAVE PATTERNED WALLPAPER1 WALL LIGHTING OR OTHER DECORATIVE ELEMENTS THAT DISTRACT RATHER THAN AID COMMUNICATION4 ,SLIDE #AC3 ,LIGHTING ,VISION ACCOMMODATION FOR PARTICIPANTS WITH LIMITED VISION3 ,BRIGHT OVERHEAD LIGHTING 7AS IN MOST COLLEGE CLASSROOMS7 ,REDUCED GLARE 7SEE SLIDES FOLLOWING7 ,IMPROVED CONTRAST 7BACKGROUND1 AND CLOTHING FOR INSTRUCTOR AND INTERPRETERS7 ,SLIDE #AD3 ,ACOUSTICS ,ROOMS WITH BARE WALLS AND BARE FLOORS OFTEN REFLECT SOUND AND CREATE A SLIGHT ECHO4 #E ,JUST AS WITH LIGHTING1 SLIGHT GLARE WHICH MAY NOT BOTHER PEOPLE WITH NORMAL VISION WILL STRAIN THE EYES OF THOSE WHO HAVE IMPAIRED VISION1 SO TOO1 SLIGHT ECHOES WHICH WILL NOT BOTHER THOSE WITH NORMAL HEARING WILL STRAIN THE HEARING OF THOSE WITH IMPAIRED HEARING4 ,SLIDE #AE3 ,WINDOWS ,WINDOWS SHOULD BE COVERED4 ,ORDINARILY THE NATURAL LIGHT IS NICE1 BUT HARD TO ARRANGE SO NO ONE HAS TO LOOK INTO THEM4 ,WINDOWS CAN ALSO BE A SOURCE OF GLARE4 ,PHOTO ,DESCRIPTION 7RIGHT73 ,A CLASS IS IN SESSION1 WITH LONG FLOOR-TO-CEILING WINDOWS COVERED4 ,,DB STUDENTS AND VOLUNTEER INTERPRETERS ARE SEATED IN DIFFERENT FORMATS3 TRIANGULAR1 SIDE-BY-SIDE1 AND ONE-ON-ONE4 #F ,SLIDE #AF3 ,AVOIDING ,GLARE ,GLARE CAN COME FROM SHINY TABLE TOPS1 LIGHT COLORED WALLS1 EYE-LEVEL LIGHTS1 AND OF COURSE1 WINDOWS4 ,BE CREATIVE4 ,SOLID1 DARK COLORED SHEETS CAN PROVIDE AN INEXPENSIVE1 TEMPORARY SOLUTION THAT IS QUITE EFFECTIVE4 ,DON'T WORRY ABOUT THE AESTHETICS2 FOCUS ON STRONG LIGHTING WHILE REDUCING GLARE4 ,SLIDE #AG3 ,DRAPING OR ,TACKING ,TEMPORARY COVERS FOR A BACKDROP CAN BE PINNED INTO BULLETIN BOARDS1 DRAPED OVER MOVABLE CHALK BOARDS OR RACKS4 ,IN THE NEXT SLIDE YOU SEE A SMALL GROUP WITH TWO ,,DB PEOPLE COMMUNICATING VISUALLY4 ,THE BACKDROPS ARE TEMPORARY 7SHEETS74 ,THE INSTRUCTOR IS WEARING A CAP TO PREVENT OVERHEAD LIGHTING CAUSING EYE STRAIN4 #G ,SLIDE #AH3 ,PHOTO ,DESCRIPTION3 ,FOUR PEOPLE ARE SEATED IN A WHITE ROOM1 ONE ,,DB MAN FACING AWAY FROM THE CAMERA AND THREE SEATED PEOPLE FACING TOWARD THE CAMERA4 ,BEHIND THE THREE SEATED PEOPLE ARE TWO COAT RACKS COVERED WITH DARK CLOTH DROPS4 ,SLIDE #AI3 ,SIZE & ,HEIGHT ,THE WALL COVERING SHOULD BE HIGH ENOUGH THAT THE ,,DB PARTICIPANTS WHO ARE SITTING DOWN WILL SEE IT BEHIND THE HEAD OF THE INSTRUCTOR4 ,IF THIS IS NOT POSSIBLE1 SPEAKERS CAN BE SEATED4 ,SLIDE #BJ3 ,DRAPES ,THE ONE SHOWN BELOW IS NOT WIDE ENOUGH4 ,THE INSTRUCTOR HAS VERY LIMITED TUNNEL VISION & IS USING A TACTILE INTERPRETER BUT EVEN THIS NARROW BACKDROP HELPS REDUCE GLARE FROM THE LIGHT WALLS BEHIND4 #H ,SLIDE #BA3 ,PHOTO ,DESCRIPTION3 ,TWO ,,DB PEOPLE ARE SEATED IN A WHITE ROOM1 WITH A BLUE BACKGROUND DROP BEHIND THEM4 ,SEATED AT THE LEFT1 A MAN IS SIGNING4 ,SLIDE #BB3 ,DRAPES ON ,TABLES ,TABLES TOO1 MAY HAVE TO BE COVERED WITH SOLID1 DARK-COLORED CLOTHS4 ,THESE GRAY TABLES ARE 8NON-GLARE0 BUT ARE NONETHELESS TIRING TO THE EYES OF PEOPLE WITH ,,RP4 ,THE DRAPES WHICH REDUCE GLARE WILL ALSO HELP TO REDUCE ECHOES FROM HARD SURFACES FOR HARD-OF-HEARING PEOPLE4 ,SLIDE #BC3 ,PHOTO ,DESCRIPTION3 ,IN A ROOM1 THERE ARE THREE LONG RECTANGULAR TABLES1 COVERED WITH SOLID BLUE TABLECLOTHS1 PUSHED TOGETHER TO MAKE A LARGE SQUARE TABLE4 ,CHAIRS SURROUND THE TABLE4 #I ,SLIDE #BD3 ,AMPLIFICATION ,SLIDE #BE3 ,AMPLIFICATION ,SUBHEADING3 ,LARGE ,GROUPS ,PHOTO ,DESCRIPTION3 ,AN AUDIO SYSTEM FOR LARGE GROUPS IS SHOWN1 AT THE LOWER LEFT1 HANDS HOLD A MICROPHONE AND AN ,,FM SYSTEM DEVICE4 ,SUBHEADING3 ,VARIOUS ,MICROPHONES ,PHOTO ,DESCRIPTION3 ,SHOWN ARE HANDS HOLDING A MICROPHONE AND A ,,FM SYSTEM DEVICE4 ,SLIDE #BF3 ,ARRANGING THE ,ROOM ,SLIDE #BG3 ,,SSP'S3 ,CHAIRS & ,SIGHT ,LINES ,HOPEFULLY YOU WILL HAVE DEAF PARTICIPANTS IN YOUR ,,SSP TRAINING4 ,CHAIRS SHOULD BE ARRANGED IN A SEMI- CIRCLE SO ALL CAN SEE CLEARLY4 ,THE TYPICAL WORKSHOP ARRANGEMENT 7SEATED IN ROWS7 DOES NOT WORK FOR VISUAL COMMUNICATION4 #AJ ,SLIDE #BH3 ,PHOTO ,DESCRIPTION3 ,IN THE FOREGROUND1 THERE ARE FOUR SIGHTED WOMEN SEATED AT THE CORNER OF TABLES ARRANGED IN A SQUARE OR ,U-SHAPE4 ,SLIDE #BI3 ,PHOTO ,DESCRIPTION3 ,A DIFFERENT PERSPECTIVE OF THE SAME FOUR WOMEN SEATED AT THE CORNER OF TABLES ARRANGED IN A SQUARE OR ,U-SHAPE4 ,SLIDE #CJ3 ,,SSP'S3 ,TABLES & ,CHAIRS ,IT'S GOOD TO HAVE TABLES AND CHAIRS RATHER THAN CLASSROOM TABLET-CHAIRS4 ,THIS WAY ,,SSP TRAINEES CAN WRITE NOTES USING THE TABLES1 EAT A LUNCH UNDER BLINDFOLD 7FOR THE EXPERIENCE AND EMPATHY7 AND ALL CAN BE MOVED ASIDE AND STACKED TO MAKE SPACE FOR VARIOUS EXERCISES 7E4G4 COMMUNICATION & GUIDING74 #AA ,SLIDE #CA3 ,COMMUNICATION ,SLIDE #CB3 ,,DB ,INSTRUCTORS ,DEAF-,BLIND ,INSTRUCTORS WILL NEED THEIR OWN INTERPRETERS4 ,IF THE INSTRUCTORS USE TACTILE SIGNING1 THE INTERPRETER WILL COPY THE PARTICIPANTS' QUESTIONS AND COMMENTS4 ,IN THE NEXT TWO SLIDES THE ,,DB INSTRUCTORS LECTURE TO TRAINEES4 ,THE INTERPRETERS ON THEIR LEFT ARE READY TO COPY_/INTERPRET COMMENTS OF THE TRAINEES4 ,SLIDE #CC3 ,PHOTO ,DESCRIPTION3 ,AT THE LEFT IS A SEATED ,,DB FEMALE SIGNING1 LEADING A PRESENTATION2 AT THE RIGHT IS A MALE INTERPRETER WHO MONITORS THE CROWD AND IS READY TO CUE THE ,,DB FEMALE4 ,SLIDE #CD3 ,PHOTO ,DESCRIPTION3 ,AT THE LEFT1 A STANDING ,,DB WOMAN LEADS A PRESENTATION2 AT THE RIGHT1 A #AB MALE INTERPRETER STANDS BY4 ,SLIDE #CE3 ,COMMUNICATION AND ,,DB ,PARTICIPANTS ,SOME DEAF-BLIND PARTICIPANTS WILL READ SIGNS TACTUALLY4 ,SOME DEAF-BLIND PARTICIPANTS WILL READ SIGNS VISUALLY USING TUNNEL VISION OR CLOSE VISION4 ,SOME WILL LISTEN AUDITORILY WITH AMPLIFICATION4 ,SOME ARE IN TRANSITION AND MAY USE A COMBINATION OF COMMUNICATION MODES4 ,SLIDE #CF3 ,PLATFORM--8,COPY ,INTERPRETER0 ,IT IS MORE DIFFICULT FOR PEOPLE WITH TUNNEL VISION TO LOOK BACK AND FORTH BETWEEN INSTRUCTOR AND OTHER PARTICIPANTS4 ,THIS IS ALSO TRUE FOR DEAF INTERPRETERS WHO ARE WORKING WITH TACTILE ,,DB PEOPLE4 ,THE SOLUTION IS A ,8COPY INTERPRETER0' WHO STANDS NEXT TO THE #AC INSTRUCTOR4 ,SLIDE #CG3 ,8,COPY ,INTERPRETER0' ,THE NEXT SLIDE SHOWS A COPY INTERPRETER FOR A LARGE GROUP4 ,THE SPEAKER 7NEXT TO THE PODIUM7 AND INTERPRETER ARE ON A RAISED PLATFORM4 ,THE COPY INTERPRETER IS COPYING COMMENTS AND QUESTIONS FROM PARTICIPANTS4 ,YOU WILL NOTICE THAT BOTH ARE FOCUSED DOWNWARD ON THE PARTICIPANT ASKING A QUESTION4 ,SLIDE #CH3 ,PHOTO ,DESCRIPTION3 ,IN FRONT OF A DARK GREEN BACKGROUND DROP1 AT THE LEFT1 A STANDING ,DEAF MALE PRESENTER AT A ,,DB CLASS LISTENS AS1 ON THE RIGHT1 A ,8COPY INTERPRETER0' MIRRORS THE AUDIENCE MEMBER'S 7NOT SHOWN7 COMMENT BACK TO THE AUDIENCE AND INTERPRETERS4 ,BOTH PEOPLE WEAR BLACK TOPS4 #AD ,SLIDE #CI3 ,8,COPY ,INTERPRETER0' ,THERE SHOULD BE A DARK BACKDROP BEHIND THE COPY INTERPRETER AND GOOD FRONT LIGHTING4 ,IN THE NEXT SLIDE1 THE COPY INTERPRETER INDICATES YIELDING THE TURN BACK TO THE SPEAKER 7POINTING74 ,THE COPY INTERPRETERS' HANDS ARE RAISED TO STAY WITHIN A SMALL CIRCLE FOR PEOPLE WITH VERY LIMITED TUNNEL VISION4 ,SLIDE #DJ3 ,PHOTO ,DESCRIPTION3 ,A STANDING ,8COPY INTERPRETER0' ON THE STAGE CUES BY POINTING AT A PERSON 7NOT SHOWN7 WHO IS TALKING4 ,SLIDE #DA3 ,CLOSE ,VISION ,INTERPRETERS ,NEXT IS A PICTURE OF A SMALL MEETING WITH ABOUT #AJ PARTICIPANTS4 ,BELOW RIGHT1 A DEAF-BLIND WOMAN USES A ,8CLOSE VISION0' INTERPRETER4 ,NOTICE THE GLARE FROM THE WINDOW LIGHT AND THE UNDRAPED TABLES--NOT #AE GOOD4 ,SLIDE #DB3 ,PHOTO ,DESCRIPTION3 ,IN A ROOM1 AT THE FOREGROUND1 A ,,DB WOMAN IS SEATED ACROSS FROM HER ,8CLOSE VISION0' INTERPRETER1 LISTENING4 ,THE INTERPRETER IS FACING AWAY FROM THE PRESENTER 7NOT SHOWN74 ,SLIDE #DC3 ,VOICE ,INTERPRETER ,THE VOICE INTERPRETER SPEAKS INTO AND ,,FM MICROPHONE FOR HARD-OF-HEARING ,,DB PARTICIPANTS4 ,PHOTO ,DESCRIPTION3 ,A FEMALE VOICE INTERPRETER SPEAKS INTO AN ,,FM MICROPHONE4 ,SLIDE #DD3 ,USING AN ,,FM ,SYSTEM ,THE ,,FM MICROPHONE HAS AN OFF_/ON SWITCH IN THE DEVICE HELD BY THE VOICE INTERPRETER4 ,THE INTERPRETER SHOULD BE CAREFUL TO ,MAKE SURE THE ANTENNA 7WIRE7 IS #AF UNFOLDED ,HOLD THE MICROPHONE AT THE BEST DISTANCE ,KEEP THE MICROPHONE CLEAR OF CLOTHING THAT WILL CREATE ADDITIONAL RUSTLING BACKGROUND SOUNDS ,SLIDE #DE3 ,COMMUNICATION ,CHECKLIST ,INTERPRETERS FOR THE INSTRUCTOR 7TACTILE1 CLOSE VISION OR TUNNEL VISION7 ,PLATFORM OR ,8,COPY0' INTERPRETERS ,PLATFORM 8VOICE0 INTERPRETERS ,TACTILE INTERPRETERS ,CLOSE VISION OR 8SMALL GROUP0 INTERPRETERS ,AMPLIFICATION ,CAPTIONING ,SLIDE #DF3 ,INTERPRETING AND ,TIME ,LAG ,ALL INTERPRETERS NEED TO BE CONSIDERED IN TURN TAKING4 ,THE TEACHER WILL MONITOR THE #AG INTERPRETERS TO BE SURE ALL ARE CAUGHT UP AND EVERYONE HAS TIME TO THEN LOOK BACK TO THE SPEAKER_/TEACHER4 ,WHEN THERE ARE LAYERS OF INTERPRETERS 7E4G4 ,,DB PARTICIPANT TO COPY INTERPRETER TO TACTILE INTERPRETER7 THIS IS ESPECIALLY IMPORTANT4 ,SLIDE #DG3 ,BREAKS ,MOST PEOPLE DO NOT SIT IN MEETINGS OR CLASSROOMS ALL DAY4 ,BREAKS ARE BOTH AN OPPORTUNITY TO REST ARMS FOR INTERPRETERS AND ,,DB PEOPLE1 AND FOR STUDENTS A CHANCE TO BOTH DIGEST WHAT THEY HAVE BEEN LEARNING AND TO CONNECT WITH ONE ANOTHER4 ,SLIDE #DH3 ,LABS ,SLIDE #DI3 ,LAB ,CHOOSE A SITE IN WHICH ,,SSP'S MIGHT TYPICALLY WORK SUCH AS A STORE4 ,CHAIN STORES HAVE MANY LAYERS OF MANAGEMENT AND IT IS DIFFICULT TO GET PERMISSION4 ,INDEPENDENT STORES ARE OFTEN THE MOST ACCOMMODATING4 #AH ,THESE 8REAL0 SETTINGS WILL NOT HAVE THE SAME ACCOMMODATIONS FOR LIGHT AND GLARE BUT THE PARTICIPANTS CAN PRACTICE THEIR NEW SKILLS ,SLIDE #EJ3 ,PHOTO ,DESCRIPTION3 ,THREE WOMEN ARE STANDING IN A SHOE STORE4 ,ON THE LEFT1 A ,,DB WOMAN WITH HER CANE IS CONVERSING WITH HER ,,SSP1 IN THE MIDDLE4 ,ON THE RIGHT1 A SALESPERSON1 A HEARING WOMAN1 LOOKS ON4 ,SLIDE #EA3 ,OUTDOORS ,CONDUCTING DISCUSSIONS OUTDOORS IS SOMETIMES NECESSARY DUE TO SPACE1 BUT3 ,THERE MIGHT BE GLARE 7NOTICE THE WINDOWS HERE7 ,IT WILL TAKE TIME TO ARRANGE YOURSELVES SO THAT EVERYONE CAN SEE_/HEAR THE DISCUSSION ,IN THE NEXT SLIDE THE ,,DB WOMAN WITH TUNNEL VISION ON THE LEFT IS WATCHING THE CLOSE VISION INTERPRETER #AI ANGLED TO TAKE ADVANTAGE OF THE BLUE PILLAR AS BACKGROUND4 ,SLIDE #EB3 ,PHOTO ,DESCRIPTION3 ,SIX WOMEN ARE STANDING OUTSIDE NEAR A STORE'S DOOR AND WINDOWS4 ,THERE IS A GLARE FROM THE PARKING LOT ON THE WINDOWS4 ,AT THE FAR LEFT1 A ,,DB WOMAN WITH TUNNEL VISION IS WATCHING THE CLOSE VISION INTERPRETER STANDING JUST TO THE LEFT OF THE BLUE PILLAR IN THE CENTER4 ,SLIDE #EC3 ,ACOUSTICS ,ACOUSTICS WILL ALSO LIKELY BE A PROBLEM OUTDOORS 7AMBIENT NOISE SUCH AS TRAFFIC1 AND BARE WALLS THAT BOUNCE SOUND74 ,DEAF-BLIND PARTICIPANTS WHO NEED TO BE NEAR TO LISTEN MAY ALSO NEED THEIR OWN INTERPRETER4 ,SLIDE #ED3 ,ACOUSTICS ,WIND BOTH DISPERSES THE SOUND OF #BJ SPEECH1 AND CREATES NOISE1 SOMETIMES EVEN BLOWING OVER THE MICROPHONE ITSELF4 ,,DB PEOPLE WHO DO NOT NEED A MICROPHONE IN A QUIET ENVIRONMENT MAY NEED ONE OUTDOORS4 ,SLIDE #EE3 ,ADDITIONAL ,INTERPRETERS FOR ,OUTDOORS ,IF THERE IS A LACK OF GOOD BACKDROPS OR SIGHT LINES1 ADDITIONAL INTERPRETERS MAY BE NEEDED FOR PARTICIPANTS WHO WOULD OTHERWISE WATCH THE SPEAKER_/- PLATFORM INTERPRETER DIRECTLY4 ,IN THE NEXT SLIDE1 EACH ,,DB PERSON HAD THEIR OWN INTERPRETER4 ,SLIDE #EF3 ,PHOTO ,DESCRIPTION3 ,OUTDOORS IN FRONT OF A LAKE1 AT THE FAR LEFT A SEATED ,,DB MAN IS LISTENING TO A SEATED ,,SSP4 ,BEHIND THEM1 IN THE CENTER1 A SIGHTED STANDING ,,SSP 7FACING CAMERA7 CHATS WITH A STANDING ,,DB MAN4 #BA ,SLIDE #EG3 ,OTHER ,CONSIDERATIONS ,SLIDE #EH3 ,COMMUNICATION & ,SCHEMA ,MOST ,,DB PEOPLE WILL HAVE HAD SOME PRIOR EXPERIENCE USING ,,SSP'S1 BUT MOST WILL NOT HAVE HAD ANY FORMAL TRAINING ON THE ROLE OR SKILLS IN USING AN ,,SSP4 ,THE CONCEPT OF ,,SSP AS DISTINCT FROM3 ,HELPER1 ,BUDDY1 ,DRIVER AND SO ON1 MAY HAVE TO BE CLARIFIED4 ,SLIDE #EI3 ,ASSERTIVENESS ,MANY ,,DB PEOPLE ARE GRATEFUL FOR ANY ASSISTANCE AND MAY NOT HAVE PRACTICE THINKING ABOUT WHAT THEY THEMSELVES WOULD LIKE OR HOW AN ,,SSP CAN BE MOST USEFUL4 ,THEY MAY NOT THINK ABOUT REQUESTING DRAPES ON THE TABLES OR SHADES ON THE WINDOWS4 ,THEY MAY FEEL AFRAID TO ASK4 #BB ,SLIDE #FJ3 ,ASSERTIVENESS & ,ACCOMMODATIONS ,THE POWER DIFFERENCE BETWEEN PEOPLE WITH GOOD VISION AND HEARING AND PEOPLE WHO ARE DEAF-BLIND IS SIGNIFICANT4 ,IT IS IMPORTANT THAT THE SYSTEM BOLSTER THE POWER OF THE ,,DB PERSON SO THEY FEEL COMFORTABLE BEING ASSERTIVE ABOUT THEIR COMMUNICATION NEEDS4 ,SLIDE #FA3 ,PRIVACY--,TIME--,SAFETY ,PRIVATE TIME AND SPACE FOR ,,DB TRAINEES TO DISCUSS ISSUES WITH ,,DB TEACHERS1 WHO UNDERSTAND THE POWER DYNAMICS1 SUPPORTS THIS ASSERTIVENESS4 ,THIS MEANS TWO SEPARATE SPACES3 ONE FOR ,,DB TRAINEES AND ONE FOR ,,SSP TRAINEES4 ,THE CURRICULUM IS DIVIDED INTO MODULES WHICH INSTRUCTORS CAN STRETCH TO SUIT THE PARTICIPANTS4 ,SLIDE #FB3 ,GROUPING ,MOST EXPERIENCED DEAF-BLIND #BC TEACHERS WE INTERVIEWED PREFERRED ONE- ON-ONE INSTRUCTION EVEN WHEN THE COMMUNICATION MODE OF SEVERAL ,,DB PARTICIPANTS WAS SIMILAR BECAUSE BACKGROUND INFORMATION OR SCHEMA MAY BE SIGNIFICANTLY DIFFERENT4 ,SMALL GROUPS CAN BE MORE STRAIN ON THE INSTRUCTOR4 ,SLIDE #FC3 ,,BUT ''' ,A FEW INSTRUCTORS PREFER TEACHING IN TEAMS AND DOING ADDITIONAL PLANNING SO THAT ,,DB PARTICIPANTS CAN HAVE THE BENEFIT OF BOTH A GROUP EXPERIENCE1 LEARNING FROM ONE ANOTHER1 AND ONE-ON- ONE TIME WITH THE INSTRUCTORS4 7,SEE INTERVIEW WITH INSTRUCTOR AJ GRANDA47 ,SLIDE #FD3 ,CONCLUSION ,ARRANGING TRAINING FOR PAIRED GROUPS OF ,,SSP TRAINEES AND ,,DB TRAINEES TAKES A GREAT DEAL OF COORDINATION4 ,PREPARATION INCLUDES GATHERING NON- REFLECTIVE SOLID-COLOR DRAPES1 IDENTIFYING RESOURCES FOR ,,FM #BD SYSTEMS1 SCOUTING THE AREA FOR A GOOD TRAINING SITE1 LAB SITES AND QUALIFIED INTERPRETERS4 ,SLIDE #FE3 ,CONCLUSION ,IT ALSO INCLUDES GETTING PERMISSION TO USE THESE SITES4 ,THE IMPORTANT POINT IS THAT ALL THIS PREPARATION IS ESSENTIAL TO A SUCCESSFUL SESSION4 ,IT IS OFTEN GOOD TO WORK IN A TEAM SO NO ONE PERSON HAS TO DO IT ALL4 ,THE FIRST TIME YOU ARRANGE SUCH A TRAINING IT MAY FEEL OVERWHELMING1 BUT ONCE YOU HAVE ORGANIZED YOUR KIT OF MATERIALS AND REGULAR RESOURCES IT WILL BE NO MORE TROUBLE THAN ANY OTHER TRAINING4 #BE