Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


The Role of Educational Interpreters for D/HH Students

No description

Coleen Weigel

on 28 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Role of Educational Interpreters for D/HH Students

What is the role of an educational sign language interpreter?
The Role of Educational Interpreters for D/HH Students

Provide a visual language (usually sign) interpretation of auditory communication for students who are deaf/hard of hearing.

(2). function as an
effective team player
in the school

What is the role of the interpreter on the IEP team?
Qualifications/Professional Development

community experiences
daily living skills
post-secondary planning
related services
other post-school adult living objectives
How may an interpreter assist with transition planning?
minimum of 2 years of specialized post-secondary education
DPI licensure
Qualifications of an educational interpreter:
definition: services needed to benefit from special education

"It is not required that interpreters attend the IEP team meeting. However, they may have valuable input for the student's present level of performance, goals, and services."
What non-interpreting duties are considered appropriate for educational interpreters?
Does the interpreter's role vary for students of different age groups?
Yes. Students demonstrate differing developmental maturity and language sophistication; important for the interpreter to
support the independence
of the student as they progress through the grades.
Differences in roles of Teacher of the D/HH and
Educational Interpreter
: Knowledge and skills to evaluate student learning. Provide specialized instruction for students with hearing loss..

Prep program
: 2-4 years
Program focus
: Learning the language of sign. Process of interpreting
Program emphasis
: Fluency in sign language. Demonstrate interpreting skills
: Knowledge and skills to listen to spoken language and present it in equal form in sign.

Primary responsibility:
May also
...provide some sign language instruction to other students in the classroom in order to support peer-peer interaction via sign.

May also
...share general school duties such as recess, bus duty, etc. in the same manner that is expected of teachers.
Teacher of the D/HH:
Educational Interpreter:
What is the Professional Code of Conduct?
Wisconsin Dept. of Public Instruction Information Update Bulletin No. 13.03, November 2013
Related Services (staff):
i.e. Educational Interpreter
Registry of Interpreters for the Deaf, Inc.

the national organization for sign language interpreters
RID oversees the professional conduct of its members through their Code of Professional Conduct.
7 tenets:
confidential communication
professional skills and knowledge related to the situation
appropriate to the situation
respect for consumers
respect for colleagues
ethical practices
engagement in professional development

earn 6 credits every 5 years
pass the EIPA every 5 years.
License renewal
What is the EIPA?
- a national test of interpreting competency specifically designed to measure the skills needed by an interpreter when interpreting academic content for students in K-12 school settings
- owned, managed, and scored by
Boys Town National Research Hospital; Educational Diagnostic Center
in Omaha, Nebraska
EIPA Administration:
DPI- coordinated

administered at CESA offices throughout the state

schedule developed each summer:
Educational Interpreter Performance Assessment (EIPA)
Addressing Individual Student Needs
Prep program
: 4-6 years
Program focus
general curriculum
child development & learning
needs of students with hearing loss.
Program emphasis
: English language learning & literacy. Listening technology for d/hh students
What is the impact of
incidental language learning
and how can the educational interpreter support student opportunities for it?
What is the visual language continuum that interpreters use to communicate with students who are deaf/hard of hearing?
American Sign Language (ASL)
- the language used most by adults who are deaf
English-based signs
combine the rules of English and ASL
Sign-supported speech:
may be used with a student whose first language is English and who is not fluent in ASL.
Oral interpretation:
silently mouthing the spoken message of the speaker
Communication Access Realtime Translation (CART):
a print form of interpretation
- evolved in the United States over the past 200 years among persons who are deaf
-a recognized language
word order of English + visual and grammatical aspects of ASL
may be useful depending on student's:
language knowledge and use
prior acquisition of language/level of fluency in English or ASL
exposure to language at an early age
use of ALDs or speech therapy.
-a combination of oral interpretation along with signs for new/unfamiliar vocabulary.
-intended to support a student's comprehension of a spoken language through visual cues
recent hearing loss
progressive hearing loss
students with cochlear implants
Students who benefit:
facial expression
body movement
may be used with students who:
have the ability to hear speech and speechread*
*combination of listening, lipreading, and using contextual clues
requires the student to be able to read at the 4th grade level
Reading all communication through the school day is fatiguing and its use should be reviewed carefully.
2 factors that have a direct impact on student learning and success:
of the interpreter to...
(1.) provide a
interpretation of the language of the school
Research shows that up to 90% of our language learning is
through informal processes that occur
by children with typical hearing
Since children with a hearing loss* do not have the same natural access to language learning, they may enter school with gaps in language knowledge and use.
*deaf, hard of hearing, and cochlear implanted
Conversations about incidents in school, the community, and the world also supplement the students' missed opportunities to hear, learn about, and use social language.
Incidental learning never ends.
The educational interpreter is present to "overhear" and then to interpret the language within the school environment.
It may be valuable for the educational interpreter to take time with the student to discuss content just learned,
the academic language and content.
to interpret for the d/hh student
Full transcript