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The self-directed online learning modules are delivered through our virtual classroom space. Access to these modules is free. We recommend that you progress through them in order, because the content builds upon the previous module(s).

Learn more about available modules below. CEUs are available for each module. For anyone interested in creating a Community of Practice (CoP) and earning additional CEUs through independent study, a Curriculum Guide for each module is provided. For instructions on how to provide the CoP, watch this pre-recorded webinar, Creating a Community of Practice through CALI’s Self-Paced Modules.

When you are ready, you can get started by clicking here:

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Module 1

An Introduction to Atypical Language: Contributing Factors and Implications


1.0 RID PPO CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

This first module introduces participants to a range of characteristics of atypical language among deaf and hearing populations and the relationship of language deprivation to the development of atypical language in deaf individuals. Participants will explore diverse chemical, neurological, and psychiatric diagnoses, and their influence on atypical language use among deaf and hearing individuals, with an emphasis on recognizing differences in the manifestation of atypical language among deaf adults. Finally, the module introduces the role of language and communication assessment as part of the interpreting process and facilitates participant application of the process to the analysis of short narratives generated by two deaf individuals who exhibit atypical language use.


Module 2

Working with Individuals Exhibiting Atypical Language: Unpacking Our Bias, Understanding Our Privilege

1.0 RID PPO CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

Module 2 shifts the focus from examining causes and patterns of atypical language among Deaf Americans to considering the factors of identity and intersectionality for individuals who were born or raised in other countries and cultures, or who are part of diverse Deaf communities within American society. Diverse backgrounds, cultural beliefs, and norms, as well as the lack of access to education, healthcare, and a visual language, can all contribute to atypical language patterns unique to the consumer’s life circumstances. Social attitudes, influenced by implicit biases and privilege, can create additional challenges for Deaf people with complex identities and/or who are immigrants or refugees. This is particularly true when individuals encounter unfamiliar systems and social norms.

Participants will analyze conscious and unconscious attitudes, which can lead to cultural conflicts and barriers to the interpreting process. Participants will consider the implications of privilege on the consumer-interpreter relationship. Additionally, as part of our analysis, we will look more closely at potential intrapersonal demands that might arise before, during, and after interpreted interactions. The more you understand these potential intrapersonal demands, the more controls you will have available in your toolbox.


Module 3

Interpreting Strategies for Individuals with Atypical Language

1.2 RID PPO CEUs – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

In Module 3, participants begin to apply prior learning from Modules 1 and 2 toward practical application strategies for effectively interpreting with diverse atypical language users. With a key focus on the collaborative nature of the interpreting team, participants will apply strategies to evaluate the effectiveness of the team process, assess consumer language needs, evaluate whether effective communication has been established, and select tools to assist with effective communication within a variety of contexts. Finally, participants will be encouraged to apply critical thinking and creativity when problem-solving through challenges that may arise when striving to meet the needs of diverse individuals with atypical language.


Module 4

Decision Points: Working with Diverse Consumers Exhibiting Atypical Language

1.0 RID PPO CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

This module focuses on examining the role of decision-making in working with diverse consumers exhibiting atypical language. There are identifiable decision points that occur throughout the interpreting process that become even more critical when working with consumer populations who are more vulnerable as a result of linguistic, educational, and social deprivation. The module is comprised of four units, each focusing on a specific aspect of decision-making as it relates to consumers exhibiting atypical language. Throughout the module, strategies that can be employed to improve decision-making—such as the Think Out/Think Aloud Protocol—will be introduced and practiced.  As well, options for articulating decision-making, and its implications for interpreting, will be introduced and discussed.