by lori tingley cathy lando lorrie harding
DESCRIPTION
EIPA Knowledge Standards EIPA Code of Professional Conduct. By Lori Tingley Cathy Lando Lorrie Harding. Student Development. Important factors: Early detection Early access to a fluent language Attachment can facilitate the learning. Student Development. Ages 6 to 11 - PowerPoint PPT PresentationTRANSCRIPT
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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
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• Language skills– Student’s receptive and
expressive – Cognitive potential– Accessing language– BICS/CALPS– Scaffolding new
concepts– Language modeling
Language Development
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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
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• 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
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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
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Judgments about language use mustbe made based on:• Educational plan• Student’s language• Communication with educational team• Student accessibility
Educational Interpreter Judgment
Education
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• Interpreting does not always equal accessible.
• Continue interpreting for hard of hearing students even if they aren’t watching
Educational Interpreter Judgment
Education
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• Literacy is the foundation for learning.
• Participating in general curriculum requires adequate language.
• Teachers expectations should be clear.
Classroom
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Various settings may include• Mainstream• Inclusion• Bi – Bi• Self-
contained
Classroom
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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
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Models of Interpreting
Interpreting
InterpreterMember of education team Facilitates educationGuidelines all members share
Facilitates education
The Helper ModelConduit/Machine ModelBilingual/BiculturalThe Ally Model
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Resources and Requirements
Interpreting
State Required
Certification and Licensure
Classroom materials and
objectives
Mentoring for skill
development
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All interpreters should have aprofessional development plan.
Preparation and Professional Development
Interpreting
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Interpreters should:Negotiate the logistics of the environment
Preparation and Professional Development
Interpreting
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Interpreters should have time to:• prepare for lessons• read future
assignments• research• learn vocabulary
Preparation and Professional Development
Interpreting
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Interpreters should maintain tieswith the Deaf community.
Preparation and Professional Development
Interpreting
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Interpreters need the resources to take care of
themselves physically andpsychologically.
Health Related Issues
Interpreting
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Interpreting for long periods of time can cause:
• injury• cognitive fatigue• stress
Health Related Issues
Interpreting
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Interpreters need to have regularly scheduled breaks for physical and mental rest.
Health Related Issues
Interpreting
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Systematic Assessmentsdiagnose interpreting errors and provide guidance in skill development
Annual Assessments and EvaluationsIdentifying the Interpreter as a Professional
Assessments
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Linguistics
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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
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Register Syntax
English syntax Pragmatics
Form ASL Morphology
English morphology Phonology
Modality Prosody
Classifiers Iconic signs
Arbitrary signs Metalinguistic knowledge
Linguistics
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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.
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D/deaf
Culture
Community
OrganizationsResources
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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.
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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.