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Federal Register / Vol. 86, No. 39 / Tuesday, March 2, 2021 / Proposed Rules
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requires the expansion of the typical interpreter role. Qualified DeafBlind interpreters provide visual environmental information, modify the signing space, manage the distance between consumer and interpreter, regulate pacing, and understand the importance of appropriate clothing in accommodating individuals who are DeafBlind Interpreter Resources, 2020.
As of 2018, there were approximately 150 Interpreter Training Programs in the United States, only six of which offered coursework dedicated to DeafBlind interpreting DeafBlind Interpreting, 2018. The lack of learning opportunities has yielded a very limited pool of interpreters with expertise in this specialization. Most ITP students exit educational programs with limited or no skills in the specialization DeafBlind Interpreting, 2018. A grant under this topic area could focus on any one of the stated techniques for interpreting for individuals who are DeafBlind.
Topic area c atypical language interpreting would build on the 2016
grant to improve services for individuals who are not skilled users of ASL. At the time of this notice, 31 working interpreters have completed the program of study and induction, another 19 have completed training, and 18 are engaged in induction. To date, 3,304
working interpreters enrolled in selfdirected training with 1,121 having successfully completed at least one of the four modules. There is also a need to expand such services to the senior deaf population who may use older signs or suffer from dementia, and to individuals from foreign countries who do not yet use ASL fluently.
For topic area d other topics, applicants must demonstrate the need for the training in a proposed new topic area or, in areas for which there is existing training, demonstrate that the existing training is not adequately meeting the needs of interpreters working in the field of VR.
Nothing in the proposed priority and requirements would alter an applicants or grantees obligations to comply with nondiscrimination requirements in the U.S. Constitution and Federal civil rights laws, including nondiscrimination on the basis of race or ethnicity, among other bases.
References Bentley-Sassaman, J. The Experiential Learning Theory and Interpreter Education. International Journal of Interpreter Education. 2014: 6267.
Cogen, C., M.Ed., and Cokely, D. Preparing Interpreters for Tomorrow: Report on a Study of Emerging Trends in Interpreting
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and Implications for Interpreter Education. National Interpreter Education Center at Northeastern University. 2015.
Cokely, D. and Winston, E. Comparison Report. Phases I & II, Deaf Consumer Needs Assessment. The National Consortium of Interpreter Education Centers. 2009: 1822.
DeafBlind Interpreting: Toward Effective Practice. DeafBlind Interpreting National Training and Resource Center at Western Oregon University. 2018: 1
177.
Interpreter Resources: Interpreters for the Deaf-Blind. RIT Libraries. 2020
Quinto-Pozos, D., Martinez, M., Suarez, A., and Zech, R. Beyond Bilingual Programming: Interpreter Education in the U.S. Amidst Increasing Linguistic Diversity. International Journal of Interpreter Education. 101 2018: 46
59.
Schafer, T., MPA. MIP, Center Director, and Cokely, D., Ph.D., Principal Investigator, Report on the National Needs Assessment Initiative New ChallengesNeeded Challenges. National Interpreter Education Center at Northeastern University. March 2016.

Proposed Priority The purpose of this proposed priority is to fund projects that provide training to working interpreters in one of four specialty areas to effectively meet the communication needs of individuals who are deaf or hard of hearing and individuals who are DeafBlind receiving VR services. The projects must achieve, at a minimum, the following outcomes:
An increase in the number of interpreters who are trained to work with deaf VR consumers who require specialized interpreting; and an increase in the number of interpreters trained in specialty areas who obtain or advance in employment in the areas for which they were prepared.
Application Requirements The Department proposes the following requirements for this activity.
We may apply one or more of these requirements in any year in which this activity is in effect. RSA encourages innovative approaches to meet these requirements:
a Demonstrate, in the narrative section of the application under Significance of the Project, how the proposed project will address the need for sign language interpreters in a specialty area. To address this requirement, applicants must:
1 Present applicable data demonstrating the need for interpreters in the specialty area for which training will be developed by the project and delivered in at least three distinct, noncontiguous geographic areas, which may include the U.S. Territories;

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2 Present baseline data for the number or estimated number of working interpreters currently trained in the specialty area. In the event that an applicant proposes training in a new specialty area that does not currently exist or for which there are no baseline data, the applicant should provide an adequate explanation of the lack of reliable data and may report zero as a baseline;
3 Explain how the project will increase the number and quality of working interpreters in a specialty area who demonstrate the necessary competencies to meet the communication needs of individuals who are deaf, hard of hearing, or DeafBlind. To meet this requirement, the applicant must i Identify competencies that working interpreters must demonstrate in order to provide high-quality services in the identified specialty area using practices that demonstrate a rationale or are based on instruction supported by evidence, when available; and ii Demonstrate that the identified competencies are based on practices that demonstrate a rationale or are supported by evidence that will result in effectively meeting the communication needs of individuals who are deaf, hard of hearing, or DeafBlind.
b Demonstrate, in the narrative section of the application under Quality of Project Design, how the proposed project will 1 Develop a new training program or stand-alone modules and conduct a pilot by the end of the first year of the project. Applicants must provide justification in their application if they determine additional time may be necessary to fully develop and pilot the curricula before the end of the first year.
The training program or stand-alone modules must contain remote learning as defined in this priority experiences that advance engagement and learning e.g., synchronous and asynchronous professional learning, professional learning networks or communities, and coaching that could also be incorporated into an existing baccalaureate or graduate degree ASLEnglish or ASL-other spoken language program, as appropriate. Applicants may choose to award continuing education credits CEUs or college or masters level credits to participants in the training program. Applicants should note that while pre-service training is not the focus of this program, a variety of resources may be considered such as available pre-service training material that may inform, support, or strengthen the development of training for ASL-

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