1. Educational Interpreters and Cued Language Transliterators Dr. Rachael Ragin Krista Heavner Exceptional Children Division

2. Pretest (OH NO!) 1)An interpreter is part of a student’s IEP team. (T or F) 2)An interpreter knows the language levels of the students he/she serves (T or F) 3)An interpreter is a language facilitator in an educational setting. (T or F) 4)An interpreter must always provide voicing for the students he/she serves. (T or F)

3. Pretest 5) How much of a language delay is considered “too much” for a student to succeed in a regular education classroom? A.Greater than 3 years B.Greater than 5 years C.Greater than 1.5 years D.It does not matter

4. Pretest 6) Which of the following is an interpreter or language facilitator allowed to do? A.Tutor a student under the direction of a Teacher of the Deaf or EC Teacher B.Pre-teach vocabulary or books under the direction of a Teacher of the Deaf or EC Teacher C.Keep a running record of language samples D.A and C only E.All of the above

5. Roles and Responsibilities  Facilitates communication between the student and his peers and the student and adults in the school environment.  Studies the content of the lessons prior to class to ensure accurate representation of the lesson.  Tutors students who are deaf or hard of hearing under the direction of the teacher.

6. Knowledge, Skills and Abilities  Mastery of the communication modality used by the student who is deaf or hard of hearing.  Mastery of English grammar, including syntax, spelling and punctuation.  Working knowledge of typical language development.  Strong interpersonal skills in relating to students and adults.  Working knowledge of subjects being interpreted.

7. Knowledge, Skills and Abilities  Understanding of deafness and its impact on language development.  Superior skill in expressive transliterating/interpreting at a rate commensurate with conversational speech and advanced level class lectures.  Superior skill in reverse interpreting/transliterating while maintaining the integrity of the message.  Ability to work as part of an Individualized Education Program team.

8. Additional Responsibilities Interpreting assemblies, sports, afterschool activities, as directed by the EC Director and/or principal of the school Knowing the student(s)’ language levels, hearing loss, and how to adjust the sign language in an appropriate manner Adhering to school policies Knowing the student(s)’ IEP goals

9. Interpreter or Language Facilitator? Interpreters are language facilitators If translating the spoken word –they are INTERPETERS Board Policy

10. Interpreting IEP Meetings IEP Meetings are legal meetings Interpreter must be licensed Moving things around

11. The EIPA What does it measure?

12. EIPA LEVEL 3 Demonstrates knowledge of basic vocabulary, but will lack vocabulary for more technical, complex, or academic topics. Individual is able to sign in a fairly fluent manner using some consistent prosody, but pacing is still slow with infrequent pauses for vocabulary or complex structures. Sign production may show some errors but generally will not interfere with communication. Grammatical production may still be incorrect, especially for complex structures, but is in general intact for routine and simple language. Comprehends signed messages but may need repetition and assistance. Voiced translation often lacks depth and subtleties of the original message. An individual at this level would be able to communicate very basic classroom content, but may incorrectly interpret complex information resulting in a message that is not always clear. An interpreter at this level needs continued supervision and should be required to participate in continuing education in interpreting.

13. General Expectations Adapt behavior and interaction Evolution of the use of an interpreter- young to old Using an interpreter doesn’t come naturally for most children Young children need skilled interpreters

14. Reduced Effectiveness Copying and filing Playground supervision Bus attendant duty Lunchroom duty Monitoring study hall

15. Contact information Rachael Ragin, Consultant Deaf Education and Audiology Email: rachael.ragin@dpi.nc.govrachael.ragin@dpi.nc.gov VP 919-324-3890