This Professional Studies program is offered for 0.3 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

We live in a world heavily influenced by either/or, us or them, and Deaf or hearing thinking. In the context of sign language interpretation in educational settings, this binary mind-set is often exclusionary of situational and socio-cultural considerations that may heavily impact interpreting outcomes. To address this critical shortcoming and identify potential solutions, the presenter will facilitate a conversation that explores and challenges a variety of assumptions, models, values and standard methods shared by interpreting professionals, interpreting educators, and interpreting agency representatives.

Upon completion of this webinar, participants will have or be able to:

1. Discussed a minimum of three ways that binary thinking may impact various elements of the interpreting process.

2. Utilize a minimum of three strategies to mitigate the impact of binary thinking.

3. Identify a minimum of three opportunities to leverage the benefits of spectrum thinking as it pertains to interpreting.

This Professional Studies program is offered for 0.3 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

As ableism is embedded in many of our social structures, Deaf and hard of hearing individuals are often on the receiving end of such behaviors. The majority of these attitudes, stereotypes and stigmas are a byproduct of people having limited exposure to or awareness of Deaf and hard of hearing individuals. However, there are unfortunate instances in which interpreters may inadvertently exacerbate institutional ableism and perpetuate systemic ableism in educational settings. To address and counter these often-unintentional behaviors, the presenter will discuss potential root causes of ableism within educational settings.

After this training, participants will be able to:

1. Identify a minimum of three differences between institutional ableism and systemic ableism.

2. List a minimum of three ways ableism can impact Deaf and hard of hearing students.

3. Utilize a minimum of two strategies to interrupt, counter, and dismantle ableist microaggressions and behaviors.

This Professional Studies program is offered for 0.3 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

With a lens of addressing allyship as it pertains to the Deaf community, the presenter will take a deep dive into the underlying principles and ideologies of allyship, including in-depth discussions on supportive and performative allyship. Understanding the allyship framework will allow us to better explore context-specific applications of the framework, as well as identify necessary steps and behaviors individuals should take to cultivate and drive meaningful change.

After this interactive workshop, participants will:

1. Recognize a minimum of three impacts of their own actions and behaviors.

2. Identify a minimum of three ways Deaf and hard of hearing individuals may perceive supportive and performative allies.

3. Identify a minimum of three reasons why some actions and behaviors are more effective than others.

*Note - this session will not be recorded for asynchronous viewing. Please register only if you plan to attend live on Thursday, May 1, 2025, 6:00pm-9:30pm ET. *

This Professional Studies program is offered for 0.35 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

Mental health is known as a specialized topic within the field of interpreting, but how do we know if we are competent to interpret mental health topics that appear in educational settings? In this workshop, we will identify and discuss elements of mental health that may arise in K-12 and postsecondary settings and identify our readiness and competence to interpret psychological concepts. Participants will have opportunities to practice various scenarios that might appear in educational environments and will review ethical considerations related to interpreter competence.

*Note - this session will not be recorded for asynchronous viewing. Please register only if you plan to attend live on Thursday, May 8, 2025, 6:00pm-9:00pm ET. *

This Professional Studies program is offered for 0.3 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

There has been little research done in phonetic reduction in American Sign Language particularly the area of movement deletion and hold reduction. Because ASL is richly complex, this specific skill is difficult to master for most educational sign language interpreters. The most basic signs that involve movement deletion and hold reduction are visible in vocabulary that are used in native signers, starting at four years old. The research design includes qualitative and quantitative data, showing how this specific skill varies between signers who received direct instruction in American Sign Language and those who used an educational interpreter during K-12. The participants in this study included a total of 13 individuals, seven who were mainstreamed in a public-school setting and six who attended a school for the deaf from K-12.  The findings notably suggest that a skill in phonological processing, specifically the movement deletion and hold reduction, is significantly higher in those who received direct instruction in comparison to those who received interpreted instruction. 

Participants will be able to:

1. Explain how Deaf and hearing interpreters and ASL Therapists detect phonological processing errors in regard to movement deletion and hold reduction during an informal observation

2. Explain how Deaf and hearing interpreters aid in signing students' mastery of movement deletion and hold reduction (K-12)

3. State the value of working alongside Deaf (Certified) Interpreters

*Note - this session will not be recorded for asynchronous viewing. Please register only if you plan to attend live on Thursday, May 15, 2025, 6:00pm-9:30pm ET. *

This Professional Studies program is offered for 0.35 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

Developing a trauma-informed approach enables interpreters to provide more compassionate and effective support within the learning environment. In this workshop, we'll discuss how to frame our interpreting work in educational settings with a trauma-informed lens. Using the theories of the Hierarchy of Needs and the Trauma-Recovery Model, we will identify signs of stress and trauma and how they might show up in our work. We'll identify tools to incorporate into our personal and professional practice that allow us to navigate stress with empathy during the interpreting process.

*Note - this session will not be recorded for asynchronous viewing. Please register only if you plan to attend live on Thursday, May 29, 2025, 6:00pm-9:30pm ET. *

This Professional Studies program is offered for 0.35 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities.

This workshop is designed to support interpreters by using a trauma-informed approach to help recognize the impact of interpreting in stressful or traumatic situations. We’ll dive into some key psychological frameworks that shed light on physical, cognitive, and emotions stressors interpreters might face, and together we’ll explore ways to assess your own levels of burnout and compassion fatigue. You’ll also walk away with practical tools to boost your overall personal and professional wellness. Plus, in this special edition, we’ll create space to discuss the unique experiences of being an educational interpreter, providing space for discussion and peer support.