Best Practices in Educational Interpreting

This book is a comprehensive, developmentally organized overview of the process of interpreting in educational settings. Issues and methods are presented from a practical orientation, with representative cases that illustrate the topics. Students learn about the changing needs of the hearing impaired student as he/she moves from primary school through college.

Table of Contents:
All Chapters conclude with “References.” Preface. Acknowledgments. 1.Educational Interpreting: An Introduction. Interpreting and Inclusion. The Scope of Practice for Educational Interpreters. Current Practices. The Audience and Contents of This Book. Time for a Change. How to Read the Chapters for Maximum Learning. 2.Best Practices in the Administration of Educational Interpreting Services. Question 1: Who is Responsible for Administering Educational Interpreting Services? Question 2: What is Involved in the Position Description for an Educational Interpreting Services Provider? Question 3: What is Involved in the Contract for an Educational Interpreter? Question 4: What is Involved in the Policy Statement or Policy Manual for Educational Interpreting Services? Question 5: How Should the Interpreter be Evaluated? Question 6: What Are the Best Practices for Handling Difficult Administrative Situations? Summary. 3.Best Practices in Educational Interpreting in the Primary Grade Setting. Question 1: What is Expected of the Educational Interpreter in the Primary Grades? Question 2: What is the Interpreter's Role in Working with an Educational Team? Question 3: Are there Problems with Confidentiality When the Interpreter is Expected to Share Information About the Student with Others? Question 4: What Should the Interpreter do During Free Play and Other Activities That Are Designed to Promote Social Interaction? Question 5: Should the Interpreter be Expected to Teach Sign Language (or Cued Speech or Fingerspelling) to Other Students and Adults? Question 6: What is the Interpreter's Role During Story Reading? Question 7: What is the Role of Fingerspelling in a Primary Educational Setting? Question 8: Should Signs be Invented in the Preschool and Primary Setting? Question 9: What Are the Best Practices in Handling Difficult Interpreting Situations in Preschool and Primary Settings? Summary. 4.Best Practices in Interpreting in the Elementary- and Middle-School Setting. Question 1: What is Expected of the Educational Interpreter in Elementary- and Middle-School Settings? Question 2: How Should the Interpreter Deal with Textbook Language in the Curriculum? Question 3: What is the Interpreter's Responsibility with other Curriculum Situations that Are Not Textbook Bound? Question 4: What About Interpreting for Fieldtrips, Assemblies, Musicals, and Other Special Learning Experiences? Question 5: What is the Interpreter's Role in Interpreting Tests? Question 6: What is the Role of the Interpreter with Students who Present a Mixed Communication Profile? Question 7: What is the Interpreter's Role in Teaching the Deaf or Hard-of-Hearing Student to Become an Effective Consumer of Interpreting Services? Question 8: What Are the Best Practices for Handling Difficult Interpreting Situations in Elementary- and Middle-School Settings? Summary. 5.Best Practices in Interpreting in High School and Vocational Settings. Question 1: What is Expected of Interpreters in Secondary Educational Settings? Question 2: How Does Curriculum Differentiation Affect the Interpreter? Question 3: What is Different About Interpreting in Vocational Settings? Question 4: How Does Scheduling Affect Secondary Interpreters? Question 5: What Other Curriculum Issues Present Extraordinary Challenges to Educational Interpreters in Secondary Settings? Question 6: What Is the Interpreter's Role Regarding Consumerism in the Educational Program? Question 7: What Are the Best Practices for These Difficult Situations? Summary. 6.Best Practices in Interpreting in Higher Education Settings. Question 1: What Can Educational Interpreters Expect in Higher Education Settings? Question 2: What Can the Interpreter Expect Regarding Curriculum? Question 3: What Happens When the Interpreter Cannot Visualize the Information, When There's a Breakdown, or a Miscue, or an Error? Question 4: What About Interpreting in Graduate School? Question 5: What Obligations do Educational Interpreters Have for Their Own Life-Long Learning? Question 6: What Are the Best Practices for These Difficult Cases? Summary. 7.Educational Interpreting Research. Question 1: Why is Research on Educational Interpreting Important? Question 2: What Research Has Been Done to Date on Educational Interpreting? Question 3: What Research Questions Remain to be Asked? Summary. Appendix. Code of Ethics of The Registry of Interpreters for the Deaf, Inc. Explanation of the National Registry of Certified Interpreters and Transliterators Certificates. The RID Certification Maintenance Program. The TECUnit Cued Speed Transliterator Code of conduct, Fleetwood and Metzger. Cued Speech Transliterator Assessments. Evaluating Educational Interpreters Using Classroom Performance, Shick and Williams (1994). NIOSH Evaluates Musculoskeletal Disorders, Sweeney, Peterson, and O'Neill (1995). If I Had It to Do Over Again . . ., Hayes (1995) The Professional Development Endorsement System for Educational Interpreting—Sign Language, Oral or Cued Speech, National Interpreter Education Project, Northwestern Connecticut Community College. The Professional Development Endorsement System for Educational Interpreting—Deaf Students with Disabilities, National Interpreter Education Project, Northwestern Connecticut Community College. Advertisement for a Staff Interpreter in a University Setting, Taken from the Internet (May 1996). Index.