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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.

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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:

1 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 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 School August 2008 10:48 AM

2 Interpreter’s Name Years of experience as a professional sign language interpreter Years 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.

3 Deaf Student Name Age Type of Deafness Assistive Listening Devices
Interests Reading skill Introduce 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.

4 American Sign Language Interpreting

5 Sign Language Interpreting
The function of the interpreter is to facilitate communication among the participants. convey all auditory information to the deaf participants convey all signed information to the hearing participants Auditory information – lecture, environmental sounds, side conversations Signed information – comments, questions, side conversations

6 A 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 horseplay Listening Connecting Predicting B – safety Processing Analyzing Understanding A – rules Producing Monitoring Reviewing Juggling at least 3 things at all times (except beginning and end)

7 A Model of Interpreting
Rules Safety Horseplay Running D 1 2 A – rules Listening Connecting Predicting B – safety Listening Connecting Predicting A - rules Processing Analyzing Understanding Listen to A Process A and listen to B Sign A, process B, and listen to C Build outline of material for reference during class (and across multiple classes) C – no horseplay Listening Connecting Predicting B – safety Processing Analyzing Understanding A – rules Producing Monitoring Reviewing

8 Code 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 Deaf Confidential – as all school employees are, especially for Sp Ed Skills – specific skill set, prep to gain knowledge for topic Conduct – 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 dress Respect for Consumers – language choice, rights of the individuals, foster independence Respect 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 environment Professional Development – maintain & improve skills, be aware of law & policy changes, 20 hours of continuing education each year to maintain certification

9 American Sign Language

10 Sign Continuum ASL CASE SEE American Sign Language (ASL)
Distinct grammar including word order Does not allow for a word-for-word translation A true and complete language capable of expressing any concept Conceptually Accurate Signed English (CASE) Uses concept appropriate signs to approximate word-for-word translation Not a language Signing Exact English (SEE) Used in Reading and Language Arts class Can allow for word-for-word translation, but not as easily understood by many deaf students Not a true language ASL - 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.

11 American Deaf Culture American Sign Language Deaf History Deaf Art
Rules of interaction Rules for group membership Deaf Community Own language Own history Own art Leave-taking, attention getting, manner of speaking I’m a marginal member, also deaf who doesn’t sign

12 An Interpreter in Your Classroom
10:48 AM

13 Interpreting Speak naturally – speed and volume
1st & 2nd person vs. 3rd person pronouns Time lag – opportunity to answer Demo Speed & 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 student Time lag Demo – (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?

14 Classroom Logistics Interpreter Placement – stand, sit, dance
Multimedia Presentations (captioning) Absences – Student or Interpreter Interruptions & distractions Interrupt to clarify a point, repeat something not heard Interpreter as student distraction Explain 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.

15 Teacher’s Role The teacher functions as he or she normally would in the classroom. Teaches & disciplines as normal, even the deaf student Lesson Plans Least one week in advance of the lesson Include goals, assignments with page numbers, videos, & handouts Please notify the interpreter of all schedule changes: field trips, assemblies, room changes, morning announcements You are in charge, I am not trained in classroom discipline Lesson Plans – I will need to read and learn the material, find signs for vocabulary, have assignments modified, Friday before the week Notification – can’t take notes on changes while interpreting for student

16 A Deaf Student in Your Classroom
10:48 AM

17 Considerations Speak at a natural pace and volume, facing the class as much as possible (lipreading) Multimedia Presentations – captions, lighting, seating Eye/mind fatigue Environmental “noise” Seating Walking around while teaching Avoid talking to the whiteboard, sitting in front of a window while speaking, men trim facial hair to facilitate speech reading A/V – captions not always possible, what is the alternative Eye fatigue – muscles working the eye to see the lecture get tired vs. ear has no muscles so can continue to listen interpreter’s dress – dark top changes in activity – lecture with activities/written work Noise – 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 seating Walking around while teaching, walking around while interpreting - difficult

18 Teaching a Deaf Student
Write assignments and announcements on the board Write proper names, vocabulary, formulas, equations, foreign terms on the board Try to repeat or rephrase questions to and from the class before responding If students are expected to take notes in class, find someone who has good notes to make copies Some activities require modifications Allows student to copy into planner, learning new words Allows student to associate new signs or fingerspelled terms with their written form Lag time – give deaf students opportunity to comprehend the question and raise their hand Notes – can’t attend to lecture and write at the same time Modifying activities – Around the World, Jeopardy, Musical Chairs, group work, reading aloud

19 Modifications/Accommodations
Sign Language Interpreter Preferential Seating Provide copies of material/notes Extended Time (assignments & tests) Abbreviated assignments & concepts Study guide Read/Sign test items Calculator/manipulatives Add/adjust to include your student’s accommodations (as per the IEP)

20 Signs to Learn 10:48 AM

Signs on this and the following slides taken from Clip and Create CD-ROM.




25 10 Questions American Sign Language American Deaf Culture
Deaf Awareness Quiz 10 Questions American Sign Language American Deaf Culture 10:48 AM

26 American Sign Language is used by Deaf people in which countries?
Choose All That Apply: a) Canada b) United States Choose All That Apply: a) Canada b) United States c) Mexico d) England Mexican Sign Language British Sign Language Answers: A & B

27 What percent of Deaf people have Deaf parents?
90% of the deaf students you see may be language delayed Answer: A

28 Most children learn ASL & Deaf Culture from:
Residential Schools for the Deaf Family Deaf adults in the community Residential Schools for the Deaf Sign Language Teachers Answer: C

29 The role of facial expressions, head movements and eye gaze in ASL is primarily:
Grammatical Grammatical Stylistic Emotive Attention getting Eyebrows for questions, head shake can negate a sentence even without the NOT sign Answer: A

30 While watching another person sign, it is appropriate to focus on the signer’s:
Face Hands Chest area Face Watch chest, miss facial grammar Watch face, peripheral catches signs Answer: C

31 To get the attention of a Deaf person who is looking the other way, you should:
Tap him/her on the shoulder Yell as loud as you can Tap him/her on the shoulder Wave in his/her face Go around and stand in front of the person Attention Getting -tap – shoulder, desk -wave -flash lights -stomp Teachers touching – suggest tap Answer: B

32 If your path is blocked by two signers conversing with each other you should:
Go ahead and walk through Wait until they stop talking before you pass through Bend down very low in order to avoid passing through their signing space Go ahead and walk through Find another path Across door, across hall, or in classroom (both seated with aisle between) Answer: C

33 Which of the following are considered rude by Deaf people?
Choose 2 answers: b) Looking at a signed conversation without indicating you know Sign Language d) Talking without signing in the presence of Deaf people Choose 2 answers: a) Touching a person to get attention b) Looking at a signed conversation without indicating you know Sign Language c) Describing a distinctive feature of a person to identify him/her d) Talking without signing in the presence of Deaf people Example C – that fat person with the mole on their face Answers: B & D

34 In general, the least effective communication strategy between Deaf and hearing people is:
Speech and lip-reading Speech and lip-reading Using Sign Language Writing back and forth Using interpreters Best – sign yourself – develop relationship with the student 2) Interpreter – more accurate communication, but lose some ability to relate 3) Writing – some deaf may have grammar issues, simple 4) Speech/Lip Reading – about 30% of isolated words, more with context, but still not wonderful Answer: A

35 Other than the word “Deaf”, a culturally appropriate way to identify Deaf people would be:
None of the above Deaf and dumb Deaf mutes Hearing impaired All of the above None of the above Dumb – mute or stupid Mute – deaf make noise frequently! Hearing Impaired – deaf are neither impaired nor disabled Hard-of-Hearing – for those who use hearing aids & speech and probably don’t sign Answer: E

36 Additional Information
TSD – Tennessee School for the Deaf RID – Registry of Interpreters for the Deaf NAD – National Association of the Deaf NETAC – Northeast Technical Assistance Center PEPNet – Postsecondary Education Programs Network TSD – local deaf school RID – interpreters professional organization, code of ethics, local chapters, standard practice papers on educational interpreting, working with interpreters, etc. NAD – Deaf information, local chapters NETAC – several tipsheets on how to work with interpreters, hard-of-hearing, cochlear implants, etc. PEPNet – resources, training

37 Contact Information My supervisor (for praises, complaints, absences, etc.) phone number, Interpreter’s Name cell: (865) address interpreter Fill in your information for the teachers to have Have teachers complete index cards with the above information Please include Suite/team phone number!

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