By Lori Tingley Cathy Lando Lorrie Harding

1. EIPA Knowledge Standards EIPA Code of Professional Conduct • By • Lori Tingley • Cathy Lando • Lorrie Harding LH

2. Student Development Important factors: Early detection Early access to a fluent language Attachment can facilitate the learning LH

3. Student Development • 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 LH

4. Student Development • 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  LH

5. Student Development • Skills and Relationships • Interpreting for older students uses different skills • better interpreting skills are needed with younger students still developing language skills LH

6. Student Development • 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 LH

7. Cognitive Development The understanding of concepts and the ability to think and reason. Key factors playing a part in cognitive development: Cultural background Socialization Play LH

8. Language Development • Language skills • Student’s receptive and expressive • Cognitive potential • Accessing language • BICS/CALPS • Scaffolding new concepts • Language modeling

9. 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

10. Language Development • Interaction • Peer interaction critical for language development • Peers do not correct peer language • Pragmatic change between adult/student and student/student

11. Education IEP • The interpreter is an essential member of team. LH

12. Education IEP • The IEP may specify additional support services. LH

13. Education IEP • LRE means Least Restrictive Environment LH

14. Education IEP • IDEA requires a yearly review and should have communication assessment in the student’s • native language LH

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

16. Education Roles and Responsibilities • Interpreters are required by law to report any suspicion of student abuse. LH

17. Education Roles and Responsibilities • The classroom teacher is responsible for educational planning, teaching, and evaluation of all students in classroom. LH

18. Education Roles and Responsibilities • Interpreters may be required to tutor • With a teacher’s supervision. LH

19. Education Roles and Responsibilities • Every adult employed in a public school are responsible for student safety and behavior management. LH

20. Education Educational Interpreter Judgment Judgments about language use must be made based on: • Educational plan • Student’s language • Communication with educational team • Student accessibility

21. Education Educational Interpreter Judgment • Interpreting does not always equal accessible. • Continue interpreting for hard of hearing students even if they aren’t watching

22. Classroom • Literacy is the foundation for learning. • Participating in general curriculum requires adequate language. • Teachers expectations • should be clear.

23. Classroom • Various settings may include • Mainstream • Inclusion • Bi – Bi • Self-contained

24. Classroom Some specialized subjects may require interpreters to receive special training.

25. Interpreting Processing the Message • You do not have to memorize a dictionary to interpret effectively LH

26. Interpreting Processing the Message • Accuracy does not mean a word for word process LH

27. Interpreting Processing the Message • Encoding does not always make the concepts clear and understandable LH

28. Interpreting Processing the Message • But you must convey an accurate message LH

29. Interpreting Educational Team and IEP • The student’s language skills outlined in the IEP must be known by the interpreter LH

30. Interpreting Educational Team and IEP • The interpreter presents information about the student’s language comprehension and use LH

31. Interpreting Educational Team and IEP • The interpreter often formulates judgments • about language use LH

32. Interpreting Classroom Learning • Interpreters should not create signs LH

33. Interpreting Classroom Learning • Interpreters need to remember that it is impossible to produce an interpretation that reflects 100% message equivalency. LH

34. Interpreting Classroom Learning • Interpreting a lesson does not necessarily • make it accessible. LH

35. Interpreting Models of Interpreting Member of education team Facilitates education Guidelines all members share Interpreter The Helper Model Conduit/Machine Model Bilingual/Bicultural The Ally Model Facilitates education

36. Interpreting Resources and Requirements State Required Certification and Licensure Classroom materials and objectives Mentoring for skill development

37. Interpreting Preparation and Professional Development All interpreters should have a professional development plan.

38. Interpreting Preparation and Professional Development Interpreters should: Negotiate the logistics of the environment

39. Interpreting Preparation and Professional Development • Interpreters should have time to: • prepare for lessons • read future assignments • research • learn vocabulary

40. Interpreting Preparation and Professional Development Interpreters should maintain ties with the Deaf community.

41. Interpreting Health Related Issues Interpreters need the resources to take care of themselves physically and psychologically.

42. Interpreting Health Related Issues Interpreting for long periods of time can cause: • injury • cognitive fatigue • stress

43. Interpreting Health Related Issues Interpreters need to have regularly scheduled breaks for physical and mental rest.

44. Systematic Assessmentsdiagnose interpreting errors and provide guidance in skill development Assessments Annual Assessments and Evaluations Identifying the Interpreter as a Professional

45. Linguistics

46. Sign Language Natural development with use Space for compare/contrast Space to show spatial relationship Facial expression Abstract thoughts and Emotional expression Fingerspelling Loan signs ASL grammatical rules Develop awareness around 2 yrs. of age Linguistics

47. Linguistics

48. Medical Aspects of Deafness Factors: noisy environments Hearing aids colds and ear infections Deaf Educator Speech Pathologist Audiologist Hearing Aids Issues: Dead batteries Clogged ear molds other minor problems An audiogram is a graphic representation of a student’s hearing loss.

49. Sign Systems Different Sign Systems of the Deaf Community All systems are not the same Not all members of the Deaf community use the same system ASL MCE PSE • American Sign Language • Manually-coded English • Pidgin Sign English • Not all members of the Deaf community can communicate with students who use an • educational sign system in • the classroom LH

50. Tutoring Tutoring is an important service Interpreters need to understand basic tutoring techniques IEP meetings will usually determine tutoring needs LH