Information for SEACO Nancy Grosz Sager Deaf and Hard of Hearing Programs Consultant January 21, 2010. This presentation includes:. Educational Interpreter Waivers Update Early Start for Deaf and Hard of Hearing Infants and Toddlers CAHSEE Update. Educational Interpreters.
Educational Interpreter Waivers Update
Early Start for Deaf and Hard of Hearing Infants and Toddlers
An "educational interpreter" provides communication facilitation between students who are deaf or hard of hearing, and others, in the general education classroom and for other school related activities, including extracurricular activities, as designated in a student's Individualized Educational Program (IEP).
The educational interpreter is a related service provider on a student’s IEP, which means that the interpreter is an IEP team member.
In 2000, the CDE convened a stakeholders group to make recommendations regarding qualification standards for educational interpreters.
The regulation was passed in 2002, to go into effect in 2007, in order to give interpreters and LEAs five years to prepare for the implementation.
5 CCR 3051.16 was amended
By July 1, 2008, an educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent;
By July 1, 2009, and thereafter, an educational interpreter shall be certified by the national RID, or equivalent;
BOTH ASSESSMENTS HAVE SIX MONTH TURN AROUND TIME.
If no current assessment scores, must provide EIPA pre-hire recommendation from Boys Town.
LEAs must provide current assessment scores from either the EIPA or the ESSE (I/R).
Current means within the past school year.
Spoken language is the most natural way for human beings to communicate.
For a child who is deaf or hard of hearing, a visual language (American Sign Language) is the most natural way to communicate.
Being deaf or hard of hearing does not cause language delay; it is language deprivation that causes language delay.
Language and cognition are closely related.
Language deprivation may result in cognitive delays.
Table O. Comparison of Cognitive Skills and Communication Skills by Home Language
When infants are identified and enrolled in appropriate Early Start services by six months of age, they can develop language skills commensurate with their hearing peers and with their cognitive abilities.
Table N. Comparison of Cognitive Skills and Communication Skills by Age of Entry in Early Start
Once the LEA has received a referral, the LEA has 45 calendar days to complete an evaluation and develop an Individualized Family Service Plan (IFSP).
Does not specify the frequency of services.
Does not specify who is qualified to provide special instruction.
Requires that home visits be once or twice a week.
Requires that DHH infants and toddlers receive special instruction from a credentialed teacher of the deaf.
Nancy Grosz Sager
Deaf and Hard of Hearing Programs Consultant