Course Description & Objectives

Some Deaf professionals request interpreting for their own access while also coordinating or providing interpreting for others. This dual role raises practical and ethical questions that interpreters rarely examine: How does a Deaf professional manage boundaries when they are both a service recipient and a provider? How can interpreters collaborate without defaulting to assumptions?

In this session, Dr. Christopher Tester examines these dynamics through research and practice-based examples. Drawing in part on Hauser, Finch, and Hauser’s (2010) work on designated interpreting, we’ll explore:

• How Deaf professionals make decisions about access coordination, including the complexities of preferred interpreters and who pays in business-to-business settings.
• Misconceptions about working with Deaf interpreters and why Deaf–hearing teams are an equity measure even when fees increase.
• Practical strategies for balancing equitable access with transparency, particularly when Deaf professionals are responsible for their own access needs and those of others.

This online session offers valuable perspectives for:

• Deaf professionals seeking leadership empowerment
• Interpreters aiming for more collaborative and effective practice
• Administrators committed to building inclusive environments.
• Access consultants focused on designing equitable systems.

Ultimately, it redefines what it means to “work with” Deaf professionals, moving beyond traditional models to foster mutual respect, informed collaboration, and innovative access solutions.

Upon completion of this session, participants will be able to:

• Identify a minimum of three ethical, logistical, and relational complexities faced by Deaf professionals who both use and provide interpreting services.
• Describe a minimum of two strategies for supporting Deaf professionals who hold leadership roles in access coordination and service provision.
• Accurately analyze real-world case examples of Deaf-led access models that center both equity and autonomy.
• Reflect on their own biases and assumptions about Deaf professionals in dual roles.