By Lori Tingley Cathy Lando Lorrie Harding

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By Lori Tingley

Cathy Lando Lorrie Harding

EIPA Knowledge Standards EIPA Code of Professional Conduct

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Student Development

Important factors:Early detection

Early access to a fluent languageAttachment can facilitate the learning

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Ages 6 to 11 - students begin forming opinions about their ability to achieve

Inferiority or feelings of incompetence may develop from negative experiences at home, school, or with peers

- students learn to work and cooperate with others

Student Development

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Adolescent Students- become more autonomous and demonstrate more initiative -amount of support by interpreters should be reduced- identity and values are explored and determined- Interpreters should consider the student’s level of maturity

Student Development

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Skills and Relationships

-Interpreting for older students uses different skills -better interpreting skills are needed with younger students still developing language skills

Student Development

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Skills and Relationships

- professional boundaries should be maintained- Adolescents may be more comfortable with same-gender interpreters at times- Peer relationships are very important- Friendships involve a great deal of communication

Student Development

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Cognitive Development

The understanding of concepts and the ability to think and reason.Key factors playing a part in cognitive development:

Cultural backgroundSocializationPlay

• Language skills– Student’s receptive and

expressive – Cognitive potential– Accessing language– BICS/CALPS– Scaffolding new

concepts– Language modeling

Language Development

Language Development

• Development– 1 yr old

• First word– 2 yrs old

• Two word/sign sentence– 3-4 yrs old

• English morphology • Verb agreement

– Early Elementary Yrs• Deconcextualized language• Prodosy

– 3rd grade• CALPS

– 8-9 yrs old• Usage of classifiers

• Interaction– Peer interaction critical

for language development

– Peers do not correct peer language

– Pragmatic change between adult/student and student/student

Language Development

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• The interpreter is an essential member of team. IEP

Education

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• The IEP may specify additional support services.IEP

Education

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• LRE means Least Restrictive Environment

IEP

Education

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• IDEA requires a yearly review and should have communication assessment in the student’s

native language

EducationIEP

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• The IEP team makes modifications as necessary, including interpreting services.

EducationIEP

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• Interpreters are required by law to report any suspicion of student abuse.

EducationRoles and Responsibilities

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• The classroom teacher is responsible for educational planning, teaching, and evaluation of all

students in classroom.

EducationRoles and Responsibilities

Education

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• Interpreters may be required to tutorWith a teacher’s supervision.

Roles and Responsibilities

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• Every adult employed in a public school are responsible for student safety and behavior

management.

Roles and Responsibilities

Education

Judgments about language use mustbe made based on:• Educational plan• Student’s language• Communication with educational team• Student accessibility

Educational Interpreter Judgment

Education

• Interpreting does not always equal accessible.

• Continue interpreting for hard of hearing students even if they aren’t watching

Educational Interpreter Judgment

Education

• Literacy is the foundation for learning.

• Participating in general curriculum requires adequate language.

• Teachers expectations should be clear.

Classroom

Various settings may include• Mainstream• Inclusion• Bi – Bi• Self-

contained

Classroom

Some specialized subjects may require interpreters to receive special training.

Classroom

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• You do not have to memorize a dictionary to interpret effectively

Processing the Message

Interpreting

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• Accuracy does not mean a word for word process

Processing the Message

Interpreting

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• Encoding does not always make the concepts clear and understandable

Processing the Message

Interpreting

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• But you must convey an accurate message

Processing the Message

Interpreting

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• The student’s language skills outlined in the IEP must be known by the interpreter

Educational Team and IEP

Interpreting

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• The interpreter presents information about the student’s language comprehension and use

Educational Team and IEP

Interpreting

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• The interpreter often formulates judgmentsabout language use

Educational Team and IEP

Interpreting

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• Interpreters should not create signs

Classroom Learning

Interpreting

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• Interpreters need to remember that it is impossible to produce an interpretation that reflects 100%

message equivalency.

Classroom Learning

Interpreting

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• Interpreting a lesson does not necessarilymake it accessible.

Classroom Learning

Interpreting

Models of Interpreting

Interpreting

InterpreterMember of education team Facilitates educationGuidelines all members share

Facilitates education

The Helper ModelConduit/Machine ModelBilingual/BiculturalThe Ally Model

Resources and Requirements

Interpreting

State Required

Certification and Licensure

Classroom materials and

objectives

Mentoring for skill

development

All interpreters should have aprofessional development plan.

Preparation and Professional Development

Interpreting

Interpreters should:Negotiate the logistics of the environment

Preparation and Professional Development

Interpreting

Interpreters should have time to:• prepare for lessons• read future

assignments• research• learn vocabulary

Preparation and Professional Development

Interpreting

Interpreters should maintain tieswith the Deaf community.

Preparation and Professional Development

Interpreting

Interpreters need the resources to take care of

themselves physically andpsychologically.

Health Related Issues

Interpreting

Interpreting for long periods of time can cause:

• injury• cognitive fatigue• stress

Health Related Issues

Interpreting

Interpreters need to have regularly scheduled breaks for physical and mental rest.

Health Related Issues

Interpreting

Systematic Assessmentsdiagnose interpreting errors and provide guidance in skill development

Annual Assessments and EvaluationsIdentifying the Interpreter as a Professional

Assessments

Linguistics

Sign LanguageNatural development with useSpace for compare/contrastSpace to show spatial relationshipFacial expressionAbstract thoughts and Emotional expression

FingerspellingLoan signsASL grammatical rulesDevelop awareness around 2 yrs. of age

Linguistics

Register Syntax

English syntax Pragmatics

Form ASL Morphology

English morphology Phonology

Modality Prosody

Classifiers Iconic signs

Arbitrary signs Metalinguistic knowledge

Linguistics

Deaf Educator

SpeechPathologist

Audiologist

noisy environments

Hearing aids

colds andear

infections

Dead

batteries

Clogged

ear molds other minor

problems

An audiogram is a graphic representation of a student’s hearing loss.

Medical Aspects of Deafness

Hearing Aids Issues:

Factors:

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Different Sign Systems of the Deaf Community

All systems are not the same

Not all members of the Deaf communityuse the same system

Not all members of the Deaf community can communicate

with students who use aneducational sign system in

the classroom

Sign Systems

ASL PSEMCEAmerican Sign Language Manually-coded English Pidgin Sign English

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Tutoring

Tutoring is an important serviceInterpreters need to understand basic tutoring techniques

IEP meetings will usually determine tutoring needs

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Guidelines of Professional ConductGeneral Ethics

• Interpreters must maintain confidentiality but understand that general information can be shared with the educational team.

• Communication about content knowledge should be conveyed to the teacher.

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Guidelines of Professional ConductGeneral Ethics

• Some communication between the interpreter and the student must be shared with district administration:

Discussions about abuse Weapons Suicide Drug use

• The student should be aware of the interpreters responsibility to share this type of information.

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Guidelines of Professional Conduct

Expectations

• Be prepared to clarify an interpreter’s role.

• Don’t teach formal sign language classes unless formally trained to do so.

• Actively participate in professional development.

• Dress appropriately.

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Guidelines of Professional Conduct

RID and NAD

RID - Registry for Interpreters of the Deaf• Awards interpreter

certifications• Developed Code of Ethics

• Specific COE for Ed K-12• Approves CEUs (Continuing

Education Units)

NAD – National Association of the Deaf• Addresses issues like

the impact of VRS/VRI interpreting

• Politically active organization

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Guidelines of Professional Conduct

Responsibilities

• Classroom teachers are responsible for behavior management, not interpreters.

• Teachers are responsible for communicating with parents.

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Guidelines of Professional Conduct

Requirements

• Be aware of state requirements and standards.

• Know your limits.Meeting minimum requirements does not qualify any interpreter for every situation.

D/deaf

Culture

Community

OrganizationsResources

Reading

Language

Writing

Literacy

Textbooks more text and fewer pictures

SyntaxMore complex

concepts

VocabularyGrammatical complexity

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Roles and Responsibilities

IEP Team

• Work under the guidelines of the classroom teacher

• Inform the team if there are extensive interpreting expansions needed

• Assess the classroom environment

• Develop strategies regarding seating, lighting, media use, etc

Educational Interpreters should:

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Roles and Responsibilities

IEP Team

• Be part of the IEP meetings

• Not altar communication to protect the student from potential emotional hurt

• Inform the IEP team of limitations associated with the interpreting process

Educational Interpreters should:

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Roles and Responsibilities

Understanding Interpreter Roles

• The role of the interpreter should be understood by:

students teachers school administrators

• Interpreters may need to educate the entire team on his/her role.

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Roles and Responsibilities

Responsibilities

Classrooms teachers are responsible for:

• Communicating with parents

• Planning education• Teaching and evaluating

students• Supervising all tutoring

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Roles and Responsibilities

Interpreter/ Student Boundaries

Educational Interpreters: • Help the student understand

the role of the interpreter• Maintain professional

boundaries• Work with the entire

educational program

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Roles and Responsibilities

Educational interpreters: • May assist in supervising

lunch and recess • Conducting in-service for

educational teams

• Prepare for assignments

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Roles and Responsibilities

Professional Guidelines

• A job title and a job description help define the roles and responsibilities of an educational interpreter.

• The interpreter is to negotiate time and pay for extra-curricular activities in a professional manner.

Technology

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Guidelines of Professional Conduct

Code Of Ethics

• The code of ethics held by the RID is followed as an educational interpreter, and working with a student is still confidential.

• However, it is essential that information about the student’s educational learning be shared with the educational team so that the best education possible can be provided for the student.