Benefits

Benefits

D-C Schema:

Provides structure and reasoning to replace "it depends"

Organizes the analysis of interpreting work
Provides a schema (common language) for such analysis
Fosters broader judgment in the context of work consequences
De-personalizes work critique, fostering productive self-evaluation and growth

Promotes more effective learning of specialized practice/content areas

EIPI demand categories can frame setting-specific characteristics
Specialty learning remains in the context of demands and controls

Interpreters/students can learn from any setting (even without deaf consumers)

Offers more, and earlier, opportunities to acquire practice and judgment skills
Fosters broader experience than the usual educational interpreting focus

Recognizes all aspects of a qualified interpreter

Promotes valuing and sharing a broader skill set
Improves morale and reduces attrition from ITPs and the interpreting field
Fosters improved self-monitoring of assignment choices
Could improve interpreter testing and licensing methods

Opens practical and realistic dialogue about our work and its implications with:

ASL and spoken language interpreters
Hearing consumers
Deaf consumers

For a complete document explaining the benefits via teaching the D-C Schema, please contact Robyn Dean at Robyn_Dean@urmc.rochester.edu