Adolescent Development and Interpreting

• The EIPA Diagnostic Center's experts in educational interpreting developed specific content knowledge standards for classroom success.
• The standards cover various areas that educational interpreters must understand.
• The standards reflect minimum competencies necessary for educational interpreters.
• The standards are not meant to be exhaustive or a replacement for formal learning.
• The EIPA Written Test has questions developed from these core standards.
• Interpreters can obtain a copy of these standards before taking the EIPA Written Test and the EIPA Performance Test.
• Experts, including interpreters, educators, deaf individuals, and teachers, reviewed, evaluated, and rated the EIPA Written test for accuracy.

Student Development

• As individual's mature, confidence, independence, and cooperation skills also develop.
• It is essential for educational interpreters to recognize these changes within students.
• Interpreters should be able to adapt their approach and support level based on the student's development.

Core Standards in Student Development

• Early detection of hearing loss is crucial, as it allows deaf and hard of hearing students to develop language that is more age-appropriate.
• Deaf and hard of hearing students are often born to hearing families who may not provide them access to fluent language early in development.
• Attachment is important to young students to facilitate learning.
• From ages 6 to 11, students develop notions about their ability to achieve (industry vs. inferiority).
• From ages 6 to 11, educational interpreters need to be aware that the student’s capacity to work and cooperate with others is as important as the factual knowledge the student acquires in school.

Maturity Level

• As students mature, they become more autonomous and demonstrate more initiative.
• Interpreters should reduce support as students mature.
• Adolescence is critical for identity formation.
• Young people with a weak sense of trust, autonomy, or initiative may experience identity confusion.
• Interpreters must be sensitive to the student's need to explore identity without the need of the interpreter.
• When responding to a student's inattentiveness, the interpreter should consider the student's level of maturity.

Skill Level

• Interpreting for older students utilizes different skills than interpreting for younger students.
• Interpreters with better skills are needed with younger students who are still developing language skills and have a harder time repairing interpreter errors.
• Reviewing a student's IEP with other team members helps interpreters understand a student's current functioning level.

Relationships

• Students often create bonds with professionals.
• Although healthy, professionals must maintain professional boundaries.
• Adolescents may prefer same-gender interpreters.
• Peer relationships are very important to cognitive and social development throughout the school years.
• Middle school friendships involve a great deal of communication.
• Students lacking age-appropriate pragmatic skills may be viewed as socially awkward by their peers.

Cognitive Development

• Refers to a student's understanding of concepts and the ability to think and reason.
• Language stimulates cognitive development, as language sophistication influences cognitive abilities.
• Interacting with others using language helps students develop cognitive skills.
• Deaf and hard of hearing individuals are as capable of cognitive development as individuals with normal hearing.
• The interpreter plays a key role in the student's cognitive development.
• Skilled educational inerpreters must understand simple, complex, new, abstract, or difficult concepts.

Core Standards in Cognitive Development

Cognition

• Information stimulates cognitive development through sight, smell, touch, taste, and sound.
• Cultural background influences how people think, approach new tasks, and interact.
• Socialization affects the development of cognition.
• Play has an important role in cognitive development.
• Teachers' questions range in abstraction levels based on Bloom's Taxonomy, which lists levels in order of difficulty starting with demonstration of knowledge, comprehension, application, analysis, synthesis, and evaluation.
• Organizing text spatially may help a student better retain and organize the text cognitively.
• Cognitive organization helps students store and remember concepts.
• Repetition allows students to see similarities, parallels and patterns, which assists with the learning process.
• Students learn through conflicts between existing beliefs and new information, often leading to an accommodation or modification of a cognitive scheme, based on the new information received.
• A cognitive scheme structures information and makes sense of experience in motor, language, thinking, social and other domains.
• Students base their interpretation of the world and experiences on previously developed cognitive schemes.

Conceptualization

• Students require assistance for learning new concepts through breaking them down and contextualization.
• Repetition, experience, with practice can help a student to generalize a concept.
• When students can answer questions about the concept spontaneously, or can show that they understand, this means they have better evidence that they have learned the concept.
• The ability to repeat a concept and understand a concept are two different things, but being able to talk about a new concept will help students understand it.

Learning skills

• The primary goal of education is to foster and build students' thinking skills as opposed to memorization.
• Students explore and figure out how the world works based on what they see, do, and hear.
• Learning is achieved through self-correction, exploration, and mistakes.
• Behavioral learning approaches promote positive behavior through reinforcement.
• Behavioral learning approaches decrease negative behavior through punishment or privilege withdrawal.
• Behavioral learning approaches do not recognize the active cognitive construction on the part of the student.

Language Development

• Interaction is essential to language development
• The interpreter facilitates language learning by exposing students to the fluent use of language.
• Experienced Interpreters are aware of their influence on the development of deaf or hard of hearing student language.
• Interpreters review the student IEP, and incorporate the knowledge of their functioning into their interpreting approach and class environement.

Core standards in language development

• To provide the best service to a student who is deaf or hard of hearing, an interpreter must be knowledgeable of the following
• To provide the best service to a student who is deaf or hard of hearing, an interpreter must consider the EIPA Diagnostic Center's standards.

Language skills

• The interpretermust know the students language skills both receptively and expressively as outlined in the student IEP.
• Language evaluation needs to be conducted by a professional fluent in the language being tested and who has training specific to language for students that are deaf or hard of hearing.
• Language enhances cognitive development.
• Language sophistication affects cognitive abilities.
• Development of language within signed parallels the development of language within spoken.
• A student's language level, vocabulary, and knowledge impact their ability to learn new concepts.
• Deaf or hard of hearing students may have a delay in language compared with their hearing peers due to issue accessing language within their environment, making it an environmental problem and not a learning problem.
• The fact that student can have a conversation about daily events does not mean the student can understand academic language used in the classroom.
• Academic language provides students with fewer contexts to understand the topic, has less turn taking, and involves longer monologues.
• Academic language is more complex and involves greater vocabulary.
• Hearing students use their language to learn new concepts, so the interpreter may need to include an explanation of the interpreting as they are learning new concepts.
• Communicating using language that is often used with commonly expressed, concrete, and abstract communication practices.
• When young students make language errors, it is often difficult for them to fix the issues, so adults often model the error without expecting an immediate change.
• All ages use gesture; although communicative and useful, it's not a substitute for communication through language.

Development

• Children will start to produce their first words at age 1.
• Children will start to combine words or signs into sentences at age 2.
• Children will start to produce complex language at age 3.
• By ages , morphology is mostly correct.
• During the early elementary years, language continues to develop.
• Decontextualized lanuage refers to people and events not in the here and now.
• Early forms of decontextualized language include talking about past events.
• A child acquire language early, but acquires metalinguistic skills later on.
• Young children use prosody in languages to help determine how to segment language at the word and sentence level.
• Prosody provides a great amount of information on signer's intention, benefitting children during the of learning language.
• Language in textbooks increase at third grade, including greater complexity in syntax and vocabulary.
• At this level there is more text and fewer pictures to help assist with interpreting the text.
• Classifiers develop over and children make errors up until ages 8 or 9.
• As children develop, there is greater capability to partake in conversations and the scale of vocabulary becomes much larger.

Learning

• When children begin learning, they make mistakes in producing signs and pronouncing words, as a part of the child's learning practice.
• Educators will work better with students if they known what the child knows and doesn't know.
• Reading is how hard of hearing or deaf students learn ASL as their first language.
• Language should not be directly taught to hearing students, however, hard of hearing and deaf student may need instruction in specifically learning language.
• Children may learn words by using them in process of learning, and can also learn by multiple exposures.
• Signed language will not be an impediment to a child's to be able to learn a spoken language.
• Children learn language by the action rather than the knowledge of language rule.

Interaction

• Language development utilizes the child's interaction with other children.
• Pragmatics involved in how adults and peers interact differ, including correcting each other.
• Adult's presence will effect peer interactions.

Environment/circumstance

• Early hearing loss detection will help children with non-signing parents, helping children develop laungauge that is age-appropriate.
• Non-signing parents may not allow children to have early access to a fluent language, especially because most deaf and hard of hearing children are born to them.
• Cochlear implants imporve a student's hearing.
• When interpretting with student with a cochlear implant, the student may hear interpretation and spoken message.
• Children from non-signing families and hearing loss before learning is different than children from language learning families and hearing loss, or those with acquired language.
• Deaf or hard of hearing children with a delay in language is usually attributed to a lack of access and not due to an underlining issue.
• Language differs whether in the school or at home, and thus affects performance of a student.
• When children don't have appropriate age skills, they are seen as socially awkward.

Sign systems

• English systems that represent English were made form educators.
• Sign systems assist in facilitating learning, and English signing is easier for hearing persons to learn.
• Languages have shared symbolisms, and invent interpreters signs.
• Iconicity doesn't make easy acquistion.

Education

• The rights of the studentis guarded by the federal law (IDEA), which gurantees a free, appropriate public education if a student in necessary.
• EIPA written test to test potential qualified interpreters.
• IDEA gurantees the development of a document that details the student's development program, Individualized Education Plan.

Core standards in education

• Important for interpreters be familar, before education portion by being familar with eduation standards.

IEP and education team

• Interpterter is essentially a memeber, helps ensure the met and need, direct instruction etc.
• IEP can specify the students support servies, which covers physical, note-taking, therapisty and training used for technology.
• Least restrictive environment is meant to allow the student to be educated with and with another opportunity.
• IEP review mandate requires deaf or hard of hearing student must recieve a full and comprehensive way communicating.
• Modification of curriculum may occure with assistance of the interpretive team, and by those working alongside the student.
• Interpration decision made by the eduation team.
• Team should inform if the use of languge.
• Modification decision helps with learning for student through the interpreter's direction with assist of the interpretting services. S- chool tries resolve with student's IEP and with a review by hearing.

Roles & responsibilities

• Student, teacehrs, and those assist shoudl take part in their roles for interpretting.
• Working with professionals for students requies to report abuse.
• Interperters must understand disabilties.
• Tutor and additional trining is supervised by teacerh.
• Teacher hold educational role for student in a classroom settting.
• Adults hold responsibility for behavior management and students.

Federal, State & Local Educational Agencies

• Local schools operate within a school district, with assistance from districts.
• Education assist local and state for students with diablilities, which can be used for education.
• School funding is related to area income level.
• Must follow regulatons with assist for disabled kids and free assist for interpeter-based need.
• Regulatory roles cover required annual testing, minimal teaching standards in order for crendentialing teahcers in SEH.
• The LEA complies with state and federal requirements, responsible of placeemnt and staff and of senice delivery.
• LEA hace their own rules and SEA establish them.

Educatonal Achievemnet Tests

• States need achievment in anudla exams with intepretation, the interpration is for the knowledge of what should of shoudl not be.

• It hard for for the assess when progress, may not give accurate representational insight when testing kids with diablities.

• Interpeteters educate to help students and with the aid of the student will create student interpretting product

• Lesson isnt always help for helping.

• Can continue helping students if that is is the request.

Classroom

• Literacy is good for their is good for their is learning.
• Impotant education is the is learning skills to the general student classrrom.
• Curiculum teachers with curricum can interepret with the assistance of the students.
• Deaft adult must agree.
• Simultenous com.
• Is the process for language learning.
• Deaf are contained.
• General is a student receiviing edu..
• Interpreter needs assist for kids to acccess.
• Needs assitance for foreign lagnauge.

Interpreting

• Training, skills knowledge, standards.
• It occures when the interpertions covneys information in different sign of English.
• Teacher and study the facts.
• faciltation allows for communication, prep work etc of student
• Assist student and support, logsistics, clear and direction.
• The student should hold the class to teaceh studenst and the interpreteter shoudl educate the studesnt team.
• Role in team and in a direct communication acrosss, actitviiies, as well as consercns and the loss to the student.
• Aid students to focus on classroom with assisatnce of team to help with skills.

Core Standards in Interpretation

These standard have benn put to gether through the EIPA Diagnosistic Center's expertise.

Process and Message

• Interpretation is not the same as a mental dictinoary.

• The use of knowing how process models worl allows for interpeteter breakdown.

• Multiple levels analysis can incljudxe words etc.

• Key goal for equivalence and transcription.

• No accsess to all classroom context of classroom is a result of not consistancy.

• Some factors that influxence the students and content and knowled of skills.

• Teachers and support must go hand in hand with help the interpeters.

• All parts of language will need connection and tranisition.

• No equivalmence learning no learning

Interpertation

• Skills and langauge student needs.

• Input from student.

• Make judgements.

• Unique systen of signing helps those interpretting

• Interpetiation for a lesson can not easy

• Interpreation and all skill differ for the student.

• Can effectivbely provide the content to those assisting.

• To tranalte you mus process info for accuracy.

• Know for all aspects.

Interpet Assessment

• Assistance assist skill with and development
• All skills verification from a and with skill asssement of the a skills.

Models of Interpreting In assistance of a definied member team, the models are traditionaly from assistance for kids. In order for the assistance, for indepence and learning must and from alienate must and with the peers helping. In order to know the mode of the assitance it is key to find the langue and without assistace.

Resoures and Requirement

• Resoures for assist you with intertertting.
• Understand and what what you neee the most and learning.
• Assist form those mentoring and with the needs.
• Understaning the standars and what they need.

Prepartatiom and Development

• Prep for tessons.
• Situtiatns can vary per the student when perter is assistning.
• Professionally learn skills like on the internet, workshop, and through resoures.
• Assist in what with skill with deaf and hard of hearing.

Health-Related Issues.

• Some issues can come with assisitance from the long hours of interpertation in the workplace, its important to have breaks.

• Knowledge in lingustics and language skills.

• Deaf need to have lagnauge track with help for some key tools

Language function

• Prodcution in which userrs of the student can say with hearing and seen. A community langauge which means for a common set.

• Structure and langauage.

• Types can vary in text and with narration.

• Change can vary on meaning depending on the context.

Term Register- a variation of language. Syntaz- is order that the way they communicate in languages.

Progmations- is the use as what that those are. Form- the way that they communicate in structures. Modality- spken, sign, or wirteen. Prosody- phrases that give meanings.

Classification- how they structure the langauge and manipulate. Signed Language- signs that naturally deveolp Space shows constrast.

Finger spell and in the way that they communncated with each other and they will use each one of letters and symbols. .

• Deaf community that those singed together (PDE) in the is learning process.

Learning

Is more medical with the classroom env. for help for deaft. If the kid's heariing and in qiuet area their interpereter will in that classroom. The help from the hearing cant correct hearing in learning and noisy from them and will miss information.

Student learning the use the sound. Interperter and assist for what can assit with auduology of what needs to be the student that needs assistive learning. Audiogram assists and in the interpertaers will and how well those in use the interpertter

Sign System

• General spoken the way for the hearing what and where they learn etc.
• Hearing and assist where each system and no each communication.
• The way the commuications they used.
• Deaf that are in the system in a classs that needs assitanace.

Those that used based what and for easy. Has borrow in space for easy and a signs. Interperter skill more help then that that one know.

Tutoirng

Is a supprorts service that may or may not that be an education interpeter. Tutoirng and asisst with learning in a classroom that will need support for those Not knowing that is help may assist with learning as well. Skills assit not skills the the student will need the tutoring etc but needs those skills

Ethical Standards

Can change by by the way the in the skill set the teachers the are assistng. The team effort assists so that team can work and there is to be not a set back with that can cause problems with the studnets. Responsabiltiies are key for a teacher

Team is importand that the in the eduation the role and not has help to them. Not should alter from potential those the student and others memeber the the effort they will need.

Questions about adolescent development, interpreter support, and cognitive abilities. Topics include adolescent preferences, language impact, and pragmatic skills. Also covered are cultural influences, Bloom’s Taxonomy, and developmental psychology concepts.