Working with a Sign Language Interpreter and a Deaf Student in Your Classroom - PowerPoint PPT Presentation

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Working with a Sign Language Interpreter and a Deaf Student in Your Classroom

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  1. Working witha Sign Language Interpreterand a Deaf Studentin Your Classroom Middle School August 2008

  2. Interpreter’s Name • Years of experience as a professional sign language interpreter • Years at each level (elem, middle, high) • Education (college or how you learned to interpret) • Certifications (if any)

  3. Deaf Student • Name • Age • Type of Deafness • Assistive Listening Devices • Interests • Reading skill

  4. American Sign Language Interpreting

  5. Sign Language Interpreting • The function of the interpreter is to facilitate communication among the participants. • convey all auditory information to the deaf participants • convey all signed information to the hearing participants

  6. A Model of Interpreting • Today we are going to talk about the rules in our suite. • These rules are for your safety, the safety of your friends, and the safety of everyone. • The first and most important rule is “no horseplay.”

  7. A Model of Interpreting

  8. Code of Professional Conduct • Interpreters adhere to standards of confidential communication. • Interpreters possess the professional skills and knowledge required for the specific interpreting situation. • Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. • Interpreters demonstrate respect for consumers. • Interpreters demonstrate respect for colleagues, interns, and students of the profession. • Interpreters maintain ethical business practices. • Interpreters engage in professional development. from the Registry of Interpreters for the Deaf

  9. American Sign Language

  10. ASL CASE SEE Sign Continuum • American Sign Language (ASL) • Distinct grammar including word order • Does not allow for a word-for-word translation • A true and complete language capable of expressing any concept • Conceptually Accurate Signed English (CASE) • Uses concept appropriate signs to approximate word-for-word translation • Not a language • Signing Exact English (SEE) • Used in Reading and Language Arts class • Can allow for word-for-word translation, but not as easily understood by many deaf students • Not a true language

  11. American Deaf Culture • American Sign Language • Deaf History • Deaf Art • Rules of interaction • Rules for group membership

  12. An Interpreter in Your Classroom

  13. Interpreting • Speak naturally – speed and volume • 1st & 2nd person vs. 3rd person pronouns • Time lag – opportunity to answer • Demo

  14. Classroom Logistics • Interpreter Placement – stand, sit, dance • Multimedia Presentations (captioning) • Absences – Student or Interpreter • Interruptions & distractions • Interrupt to clarify a point, repeat something not heard • Interpreter as student distraction

  15. Teacher’s Role • The teacher functions as he or she normally would in the classroom. • Teaches & disciplines as normal, even the deaf student • Lesson Plans • Least one week in advance of the lesson • Include goals, assignments with page numbers, videos, & handouts • Please notify the interpreter of all schedule changes: field trips, assemblies, room changes, morning announcements

  16. A Deaf Student in Your Classroom

  17. Considerations • Speak at a natural pace and volume, facing the class as much as possible (lipreading) • Multimedia Presentations – captions, lighting, seating • Eye/mind fatigue • Environmental “noise” • Seating • Walking around while teaching

  18. Teaching a Deaf Student • Write assignments and announcements on the board • Write proper names, vocabulary, formulas, equations, foreign terms on the board • Try to repeat or rephrase questions to and from the class before responding • If students are expected to take notes in class, find someone who has good notes to make copies • Some activities require modifications

  19. Modifications/Accommodations • Sign Language Interpreter • Preferential Seating • Provide copies of material/notes • Extended Time (assignments & tests) • Abbreviated assignments & concepts • Study guide • Read/Sign test items • Calculator/manipulatives

  20. Signs to Learn

  21. [INTERPRETER’S NAME SIGN] [STUDENT’S NAME SIGN] Spelling & Name Signs Signs on this and the following slides taken from Clip and Create CD-ROM.

  22. WORK LUNCH WATER BATHROOM Necessities

  23. PLEASE THANK YOU GOOD BAD Manners

  24. FIRE HURT DON’T FINISHED Emergency

  25. Deaf Awareness Quiz 10 Questions American Sign Language American Deaf Culture

  26. American Sign Language is used by Deaf people in which countries? Choose All That Apply: a) Canada b) United States c) Mexico d) England Choose All That Apply: a) Canada b) United States Answers: A & B

  27. What percent of Deaf people have Deaf parents? • 10 percent • 25 percent • 50 percent • 75 percent 10 percent Answer: A

  28. Most children learn ASL & Deaf Culture from: • Family • Deaf adults in the community • Residential Schools for the Deaf • Sign Language Teachers Residential Schools for the Deaf Answer: C

  29. The role of facial expressions, head movements and eye gaze in ASL is primarily: • Grammatical • Stylistic • Emotive • Attention getting Grammatical Answer: A

  30. While watching another person sign, it is appropriate to focus on the signer’s: • Hands • Chest area • Face Face Answer: C

  31. To get the attention of a Deaf person who is looking the other way, you should: • Yell as loud as you can • Tap him/her on the shoulder • Wave in his/her face • Go around and stand in front of the person Tap him/her on the shoulder Answer: B

  32. If your path is blocked by two signers conversing with each other you should: Go ahead and walk through • Wait until they stop talking before you pass through • Bend down very low in order to avoid passing through their signing space • Go ahead and walk through • Find another path Answer: C

  33. Which of the following are considered rude by Deaf people? Choose 2 answers: a) Touching a person to get attention b) Looking at a signed conversation without indicating you know Sign Language c) Describing a distinctive feature of a person to identify him/her d) Talking without signing in the presence of Deaf people Choose 2 answers: b) Looking at a signed conversation without indicating you know Sign Language d) Talking without signing in the presence of Deaf people Answers: B & D

  34. In general, the least effective communication strategy between Deaf and hearing people is: • Speech and lip-reading • Using Sign Language • Writing back and forth • Using interpreters Speech and lip-reading Answer: A

  35. Other than the word “Deaf”, a culturally appropriate way to identify Deaf people would be: • Deaf and dumb • Deaf mutes • Hearing impaired • All of the above • None of the above None of the above Answer: E

  36. Additional Information • TSD – www.tsdeaf.org • Tennessee School for the Deaf • RID – www.rid.org • Registry of Interpreters for the Deaf • NAD – www.nad.org • National Association of the Deaf • NETAC – www.netac.rit.edu • Northeast Technical Assistance Center • PEPNet – www.pepnet.org • Postsecondary Education Programs Network

  37. Interpreter’s Name cell: (865) 555-5555 email address interpreter Contact Information • My supervisor (for praises, complaints, absences, etc.) phone number, email Please include Suite/team phone number!