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If you are looking for RID PS PPO CEUs, you have come to the right place!

The following Units of Learning (UOLs) are 6-7 hours in length and were designed to be taken over a two-week period. You can move through them more quickly or take them over a longer period, but we recommend that you do not take a UOL in one sitting or that you stretch a single UOL out for longer than a month. There is no cost for taking the modules.

These UOLs were designed in a manner that allows for independent learning, but some interpreters will benefit from working in pairs or small groups. There are assignments, activities, and reflection opportunities where learners may benefit from reviewing one another’s work, and from the rich discussions that may arise from including a variety of perspectives. Feel free to take these on your own, in pairs, or in a small group.

While each UOL is a stand-alone resource and can be taken alone, there are units where we recommend that you take them in a specific order because some of the content builds upon what is learned in a previous unit.

Learn more about each UOL below. When you are ready, you can get started by clicking here:


Interpreting Strategies Used with Deaf Immigrants, .6 RID PS PPO CEUs

This unit of learning focuses on the unique challenges of interpreting for deaf immigrants and associated interpreting strategies.

Interpreting for Deaf and Hard-of-Hearing Senior Citizens with Atypical Language, .6 RID PS PPO CEUs

This unit focuses on meeting the communication needs of D/deaf and DeafBlind senior citizens who use atypical language. 

Interpreting Strategies for Deaf Multilinguals, .7 RID PS PPO CEUs

This unit focuses on interpreting for those immigrants and refugees who come to America with knowledge and use of a sign language other than ASL and the implications for their acquisition and use of ASL. Cultural and linguistic strategies and resources associated with interpreting with bimodal and bilingual deaf individuals will be introduced and demonstrated, particularly the use of Deaf Community Advocates and community members as critical resources.

Understanding the Deaf Immigrant Experience, .6 RID PS PPO CEUs

This unit focuses on interviews with Deaf immigrants and refugees who share their experiences navigating the transition from their home countries to the United States, adapting to the systems they encountered, and working with interpreters.  Brief lectures highlighting the key cultural, linguistic, and social factors that surface from these interviews are discussed.

Experiences of BIPOC Interpreters Working with Immigrants and Refugees, .6 RID PS PPO CEUs

This unit builds on the six Conversation Series videos. These conversations include diverse perspectives—Deaf perspectives, Coda perspectives, BIPOC perspectives, and more.

It is recommended that you take the following two UOLs in this order:

1. Assessing and Explaining the Need for Deaf-Hearing Interpreter Teams, .6 RID PS PPO CEUs

This unit is focused on how interpreters educate the public, interpreting agencies, and other stakeholders regarding the need for Deaf-hearing interpreter teams for assignments involving deaf individuals who exhibit atypical language. Learners will practice how to articulate the need for a team or teams that include both Deaf and hearing interpreters and justify the expense of additional interpreters.

This is the first of two UOLs that build upon each other. The second is Observing and Understanding Deaf-Hearing Interpreter Teams.

2. Observing and Understanding Deaf-Hearing Interpreter Teams. .6 RID PS PPO CEUs

In this unit, learners focus on fostering trust between team members and consumers by observing sample interpreted events, pre-conferences, and post-conferences. Considerations for cultural differences between Deaf and hearing individuals and the possible implications for team relationships and the work of interpreting are included.

We recommend you take this UOL following taking UOL: Assessing and Explaining the Need for Deaf-Hearing Interpreter Teams prior to this UOL as the content builds upon it.

It is recommended that you take the following three UOLs in this order:

1. Communication and Language Assessments as Part of the Interpreting Process, .6 RID PS PPO CEUs

This unit focuses on the role and function of communication and language assessments conducted by interpreters to inform their decision-making during interpreting. General strategies and tips are discussed and applied to language samples.

This is the first of three in a series that build upon each other. The second is Feature Analysis Strategies Applied to Samples of Atypical Language and the third is Communicating Observations Regarding Language Use to Decision-Makers. While these can be taken alone, we recommend you taking them in order.

2. Feature Analysis Strategies Applied to Samples of Atypical Language, .6 RID PS PPO CEUs

This unit introduces feature analysis and its application to the process of communication and language assessment conducted by interpreters.

This is the second of three in a series that build upon each other. The First is Communication and Language Assessments as Part of the Interpreting Process and the third is Communicating Observations Regarding Language Use to Decision-Makers. While these can be taken alone, we recommend you taking them in order.

3. Communicating Observations Regarding Language Use to Decision-Makers, .6 RID PS PPO CEUs

This unit focuses on techniques and strategies interpreters can use to communicate their observations about atypical language to decision-makers.

This is the third of three in a series that build upon each other. The first is Communication and Language Assessments as Part of the Interpreting Process and the second is Feature Analysis Strategies Applied to Samples of Atypical Language. While these can be taken alone, we recommend you taking them in order.

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