Presentation on theme: "Working with a Sign Language Interpreter and a Deaf Student in Your Classroom I prefer to use the phrase “working with” as opposed to “using” an interpreter."— Presentation transcript:
1Working with a Sign Language Interpreter and a Deaf Student in Your Classroom I prefer to use the phrase “working with” as opposed to “using” an interpreter because I just don’t like to be “used.” I have found that the phrase “working with an interpreter” puts me on more equal footing and makes me a person in the room, not just a “machine” to be “used.”Middle SchoolAugust 200810:48 AM
2Interpreter’s NameYears of experience as a professional sign language interpreterYears at each level (elem, middle, high)Education (college or how you learned to interpret)Certifications (if any)Put yourself on equal footing with them. Explain your years of experience, your education level, etc. Show them that you are not an untrained aide put in their room to help them.
3Deaf Student Name Age Type of Deafness Assistive Listening Devices InterestsReading skillIntroduce them to your student. I like to get a current video of my student talking about these things to put on this slide, then he/she gets to talk about themselves and you can voice interpret or add captions to introduce your teachers to those concepts.
5Sign Language Interpreting The function of the interpreter is to facilitate communication among the participants.convey all auditory information to the deaf participantsconvey all signed information to the hearing participantsAuditory information – lecture, environmental sounds, side conversationsSigned information – comments, questions, side conversations
6A 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.”C – no horseplayListeningConnectingPredictingB – safetyProcessingAnalyzingUnderstandingA – rulesProducingMonitoringReviewingJuggling at least 3 things at all times (except beginning and end)
7A Model of Interpreting RulesSafetyHorseplayRunningD12A – rulesListeningConnectingPredictingB – safetyListeningConnectingPredictingA - rulesProcessingAnalyzingUnderstandingListen to AProcess A and listen to BSign A, process B, and listen to CBuild outline of material for reference during class (and across multiple classes)C – no horseplayListeningConnectingPredictingB – safetyProcessingAnalyzingUnderstandingA – rulesProducingMonitoringReviewing
8Code 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 DeafConfidential – as all school employees are, especially for Sp EdSkills – specific skill set, prep to gain knowledge for topicConduct – Interpret only (not counsel/advise), function appropriate to situation ( not class participant, aide to other students, test proctor, discipline, left in charge of class, spy for admin.), dress code vs. functionality ( PE class), color of dressRespect for Consumers – language choice, rights of the individuals, foster independenceRespect for Colleagues - team work, share information, evaluations (not a spy for the administration)Business Practices – be on time, notify if tardy, have a safe work environmentProfessional Development – maintain & improve skills, be aware of law & policy changes, 20 hours of continuing education each year to maintain certification
10Sign Continuum ASL CASE SEE American Sign Language (ASL) Distinct grammar including word orderDoes not allow for a word-for-word translationA true and complete language capable of expressing any conceptConceptually Accurate Signed English (CASE)Uses concept appropriate signs to approximate word-for-word translationNot a languageSigning Exact English (SEE)Used in Reading and Language Arts classCan allow for word-for-word translation, but not as easily understood by many deaf studentsNot a true languageASL - YOUR NAME WHAT?CASE - WHAT YOUR NAME?SEE - WHAT IS YOUR NAME?“He looks like he is going to be sick.”We use a mix of these sign styles depending on the goal of the lesson.Not all English words have signs-PSE is actually all the little variations between SEE and ASL, including CASE. I like to use the CASE example as a middle ground between the two, but that can also swing one way or the other depending on how you sign.
11American Deaf Culture American Sign Language Deaf History Deaf Art Rules of interactionRules for group membershipDeaf CommunityOwn languageOwn historyOwn artLeave-taking, attention getting, manner of speakingI’m a marginal member, also deaf who doesn’t sign
13Interpreting Speak naturally – speed and volume 1st & 2nd person vs. 3rd person pronounsTime lag – opportunity to answerDemoSpeed & Volume – normally not an issue“I need to give you a paper” vs. “Tell him I need to give him a paper”Proper pronouns helps teacher to develop a relationship with the studentTime lagDemo – (interpret as a teacher reads this)First, I want you to notice how long it takes for me to start signing this statement. Now, I’m going to ask you a question. Notice when you have your answer compared to when I stop signing. What colors are on the American flag?
14Classroom Logistics Interpreter Placement – stand, sit, dance Multimedia Presentations (captioning)Absences – Student or InterpreterInterruptions & distractionsInterrupt to clarify a point, repeat something not heardInterpreter as student distractionExplain how you will determine how to place yourself in a classroom.Explain the importance of captions and how they can help all students to understand the material and take better notes.Explain your system’s absence policy for the student and for yourself.Interpreter is a hearing student distraction for the first few weeks, then hearing students who are using the visual mode of signing to help them understand what the teacher is teaching will look at the interpreter from time to time.
15Teacher’s RoleThe teacher functions as he or she normally would in the classroom.Teaches & disciplines as normal, even the deaf studentLesson PlansLeast one week in advance of the lessonInclude goals, assignments with page numbers, videos, & handoutsPlease notify the interpreter of all schedule changes: field trips, assemblies, room changes, morning announcementsYou are in charge, I am not trained in classroom disciplineLesson Plans – I will need to read and learn the material, find signs for vocabulary, have assignments modified, Friday before the weekNotification – can’t take notes on changes while interpreting for student
17ConsiderationsSpeak at a natural pace and volume, facing the class as much as possible (lipreading)Multimedia Presentations – captions, lighting, seatingEye/mind fatigueEnvironmental “noise”SeatingWalking around while teachingAvoid talking to the whiteboard, sitting in front of a window while speaking, men trim facial hair to facilitate speech readingA/V – captions not always possible, what is the alternativeEye fatigue – muscles working the eye to see the lecture get tired vs. ear has no muscles so can continue to listeninterpreter’s dress – dark topchanges in activity – lecture with activities/written workNoise – flickering light – fire alarm, Visual noise, physical noise (kid kicking a desk, tapping a pencil)Choose his own seat, with our discretion to move him OR preferred seatingWalking around while teaching, walking around while interpreting - difficult
18Teaching a Deaf Student Write assignments and announcements on the boardWrite proper names, vocabulary, formulas, equations, foreign terms on the boardTry to repeat or rephrase questions to and from the class before respondingIf students are expected to take notes in class, find someone who has good notes to make copiesSome activities require modificationsAllows student to copy into planner, learning new wordsAllows student to associate new signs or fingerspelled terms with their written formLag time – give deaf students opportunity to comprehend the question and raise their handNotes – can’t attend to lecture and write at the same timeModifying activities – Around the World, Jeopardy, Musical Chairs, group work, reading aloud
19Modifications/Accommodations Sign Language InterpreterPreferential SeatingProvide copies of material/notesExtended Time (assignments & tests)Abbreviated assignments & conceptsStudy guideRead/Sign test itemsCalculator/manipulativesAdd/adjust to include your student’s accommodations (as per the IEP)
2510 Questions American Sign Language American Deaf Culture Deaf Awareness Quiz10 QuestionsAmerican Sign LanguageAmerican Deaf Culture10:48 AM
26American Sign Language is used by Deaf people in which countries? Choose All That Apply:a) Canadab) United StatesChoose All That Apply:a) Canadab) United Statesc) Mexicod) EnglandMexican Sign LanguageBritish Sign LanguageAnswers: A & B
27What percent of Deaf people have Deaf parents? 90% of the deaf students you see may be language delayedAnswer: A
28Most children learn ASL & Deaf Culture from: Residential Schools for the DeafFamilyDeaf adults in the communityResidential Schools for the DeafSign Language TeachersAnswer: C
29The role of facial expressions, head movements and eye gaze in ASL is primarily: GrammaticalGrammaticalStylisticEmotiveAttention gettingEyebrows for questions, head shake can negate a sentence even without the NOT signAnswer: A
30While watching another person sign, it is appropriate to focus on the signer’s: FaceHandsChest areaFaceWatch chest, miss facial grammarWatch face, peripheral catches signsAnswer: C
31To get the attention of a Deaf person who is looking the other way, you should: Tap him/her on the shoulderYell as loud as you canTap him/her on the shoulderWave in his/her faceGo around and stand in front of the personAttention Getting-tap – shoulder, desk-wave-flash lights-stompTeachers touching – suggest tapAnswer: B
32If your path is blocked by two signers conversing with each other you should: Go ahead and walk throughWait until they stop talking before you pass throughBend down very low in order to avoid passing through their signing spaceGo ahead and walk throughFind another pathAcross door, across hall, or in classroom (both seated with aisle between)Answer: C
33Which of the following are considered rude by Deaf people? Choose 2 answers:b) Looking at a signed conversation without indicating you know Sign Languaged) Talking without signing in the presence of Deaf peopleChoose 2 answers:a) Touching a person to get attentionb) Looking at a signed conversation without indicating you know Sign Languagec) Describing a distinctive feature of a person to identify him/herd) Talking without signing in the presence of Deaf peopleExample C – that fat person with the mole on their faceAnswers: B & D
34In general, the least effective communication strategy between Deaf and hearing people is: Speech and lip-readingSpeech and lip-readingUsing Sign LanguageWriting back and forthUsing interpretersBest – sign yourself – develop relationship with the student2) Interpreter – more accurate communication, but lose some ability to relate3) Writing – some deaf may have grammar issues, simple4) Speech/Lip Reading – about 30% of isolated words, more with context, but still not wonderfulAnswer: A
35Other than the word “Deaf”, a culturally appropriate way to identify Deaf people would be: None of the aboveDeaf and dumbDeaf mutesHearing impairedAll of the aboveNone of the aboveDumb – mute or stupidMute – deaf make noise frequently!Hearing Impaired – deaf are neither impaired nor disabledHard-of-Hearing – for those who use hearing aids & speech and probably don’t signAnswer: E
36Additional Information TSD –Tennessee School for the DeafRID –Registry of Interpreters for the DeafNAD –National Association of the DeafNETAC –Northeast Technical Assistance CenterPEPNet –Postsecondary Education Programs NetworkTSD – local deaf schoolRID – interpreters professional organization, code of ethics, local chapters, standard practice papers on educational interpreting, working with interpreters, etc.NAD – Deaf information, local chaptersNETAC – several tipsheets on how to work with interpreters, hard-of-hearing, cochlear implants, etc.PEPNet – resources, training
37Contact InformationMy supervisor (for praises, complaints, absences, etc.)phone number,Interpreter’s Name cell: (865)addressinterpreterFill in your information for the teachers to haveHave teachers complete index cards with the above informationPlease include Suite/team phone number!