Educational Interpreter Roles & Responsibilities

• The early detection of hearing loss allows deaf and hard-of-hearing students to develop language at an age-appropriate level compared to their hearing peers.
• Most deaf and hard-of-hearing students are born to hearing families, which may not provide them access to a fluent language early in development.
• From ages 6 to 11, students develop notions about their ability to achieve and the capacity to work and cooperate with others.
• Inferiority develops from negative experiences at home, school, or with peers, leading to feelings of incompetence.
• The period of adolescence is important to identify formation.
• Young people experience identity confusion and may be unprepared for the challenges of adulthood because of a weak sense of trust, autonomy, or initiative.
• An interpreter should consider a student's level of maturity,
• A Piagetian approach assumes that cognitive development is independent from language development.
• Interpreters with better skills are needed for younger students developing language skills and who are less capable of repairing errors.
• Interpreters should review a student's IEP with other members of the team to appropriately assist the student.
• Students do bond, the interpreter should be aware of professional boundaries.
• Gender of the interpreter does not matter.
• Peers may view a student as socially awkward if they do not have age-appropriate pragmatic skills.
• The educational goal is to ensure direct communication.

Social and Cognitive Development, Interpreting

• Social and cognitive development throughout the school years is gained through peer relationships.
• Cognitive development constitutes to a student's understanding of concepts and the ability to think and reason.
• Deaf or hard-of-hearing students have the same capability for cognitive development as students with normal hearing.
• A skilled educational interpreter must be able to handle the complex task of language, to communicate concepts that are new, abstract, or difficult.
• Students develop cognitive skills through interacting with others while using language.
• Stimulation of the mind through perceptions of sound, visual information, speech, and touch.
• Cultural background affects cognition by helping to define what we know, what is important, and how we approach tasks and interactions.
• Teacher's questions can require different levels of abstraction in terms of cognitive skills.
• The levels of abstraction in terms of cognitive skills are taxonomy, demonstration of knowledge, comprehension, and application, along with analysis, synthesis, and evaluation.
• Cognitively organizing text helps students store and remember concepts.
• Repetition allows students to see patterns, parallels, comparisons, and similarities.
• Students learn during cognitive development when there is conflict between their existing thoughts and new information.
• During conflicts between existing thoughts and new information, students learn and accommodate, to modify a new cognitive scheme based on the new information.

Cognitive Schemes

• Cognitive scheme is a cognitive structure that organizes information, making sense of experience, and are developed on previous experiences.
• Students interpret the world and experiences through cognitive schemes, in many different domains; motor, language, thinking, social, etc.
• Contextualization, the breaking down of concepts often allows more understanding of new information.

Learning and Education

• Students can memorize language without understanding, making the ability to repeat a concept not the same as understanding it.
• Being able to talk about a concept helps a student understand it.
• Education aims to help students acquire thinking skills, rather than just memorizing facts.
• Students are like scientists, their learning styles are trying to explore and figure out how the world works based on what they see, do, and hear.
• Students learn a great deal from exploration, making mistakes, and self-correction.
• Behavioral approaches to learning propose increasing positive behaviour can be achieved using reinforcers.
• Negative behavior can be decreased through punishment or withdrawal of privileges.
• Strict behaviorism does not recognize the active cognitive construction on the part of the student.
• An interpreter needs to know a student's language skills (expressive and receptive abilities) and their cognitive potential.
• A language evaluation should be conducted by a professional who has training specific to language and students who are deaf or hard of hearing, and the educational goals as outlined in a student's IEP
• Language stimulates cognitive development.
• Language development in ASL parallels the development of spoken languages.
• A student's language level, world knowledge, and vocabulary skills impacts their ability to learn new concepts.
• DHH students have language delays because of environmental limitations for language access.
• Academic language is generally more complex in terms of vocabulary and syntax, providing students with fewer contexts, less turn-taking with longer monologues.
• An interpreter may need to include an explanation of a concept in the interpretation in order to facilitate learning to learning language while learning concepts in school.
• Communicating concepts that are easy, or used often, are different than new, abstract, or difficult concepts.
• Young students make continual errors that may go unnoticed, adults should model proper language and not expect an immediate fix.
• Gestures are linguistic and not useful in communication and used with adults and children.
• Students begin to produce first words around 1 year, combines words or sings into a sentence around 2 years and produces complex language around 3 years.
• When using english, hearing students are able to use English morphology correctly most of the time around ages 3-4
• When learning ASL, deaf students are able to use verb agreement correctly much of the time around ages 3-4
• In early elementary years, students are still learning to use language.
• Decontextualized language refers to people and events that are not in the here and now.
• Talking about past events is one of the earliest forms of decontextualized language.
• In early language development children talk about the here and now.
• Young students use prosody in language to determine how to segment language at the word and sentence level, communicating speaker's intention.
• Language demands increase in textbooks around Grade 3, students who were able to read earlier grades may experience difficulty at this level.
• Classifier use develops slowly, with children continuously making errors until around 8 or 9.
• Making mistakes while learning language is not abnormal, for example hearing students mispronounce words and DHH misproduce signs.
• Students learn best when a teacher understands what they know and what they don't. Hearing loss

Sign Language

• Deaf and hard of hearing students who have ASL as their first language do not typically learn english from fingerspelling, rather they learn from reading.
• Hearing students do not need to be taught language except in special circumstances, whereas deaf and hard of hearing students may need specific and explicit instruction in learning english
• Students learn new words through multiple exposures, not just the definition.
• Learning sign language does not interfere with a student's ability to learn speech.
• Students learn linguistic rules by internalizing and using them, and then through metalinguistic instruction, but deaf students often do not get this explicit metalinguistic ASL instruction.
• When students correct their peers' language their is a limited inhibiting impact because it gives children a chance to be less inhibited with language use when adults are not around
• There is a change in peer to peer interactions when having an adult present as the pragmatics of interacting with your peers is different than interacting with adults

Environmental and Cultural Impacts on learning and communicating

• Our cultural background affects our language, especially in terms of interaction rules, how much we talk with others, and what we believe is the role of communication.
• There is early hearing loss found when there is allowance for deaf and hard of hearing students to develop language at an ore age appropriate when compared with their hearing peers.
• Most deaf and hard or hearing students are not born to hearing families who will provide them access to a fluent language early in development
• When interpreters change as the students learning how to use a cochlear implant it may mean student is receiving some of the teacher's spoken message as well as the interpreted message
• Students who had a hearing loss before learning language are not the same as students who learned speech and language and then experienced a hearing loss
• Environmental factors causes most DHH students to be delayed in language development
• A student's language use at home and at school may differ and affect the student's classroom performance and ability to see connections between home and school
• Peers view a student as socially if a student does not have age-appropriate pragmatic skills
• Sign systems are designed to represent English and were developed by educators developed languages, however the adult deaf community does not them
• When interpreters invent signs, making the student's linguistic system unique, offending and alienating the deaf community.

Cognition

• Iconography does not affect language in making it easier to learn
• Sign systems are used by educators who believe that exposure to visual english will facilitate English development, improve language skills, help hearing people learn
• IDEA is a federal law that protects the rights of students with disabilities for a free and approporiate education.
• Schools that conduct interpreter qualifications are EIPA written and expressive
• An IEP is a legal document detailing each students developmental program, known as an Individual education plan
• Essential members of the IEP team are the student's educational team including a qualified interrupter, family, the general classroom teachers, a speech language pathologist, the audiologist, an administrator, a deaf education
• An interpreter assist in language is provided by direct communication and instruction in identified language and mode
• Additional services on IEP include Occupational or physical therapy, counseling, note taking, tutoring, training in the use of assistive tech, learning communication
• The least restrictive environment (LRE) meaning allows students to be educated in most appropriate environment determined independently
• It is determined wether if a student needs LRE by their skills their abilites to work with others and their ability to interact with others
• IDEA requires IEPs to be reviewed annually to be maintained up to date and relevant
• DHH are to have a comprehensive communication assessment in native language and communication
• Classroom curriculum may be modified based on student's specific modifications to have adequate comprehensive learning
• The educational interpreter should understanding the modifications and strategies
• Interpreters include strategies from previous interpreters from outside the immediate team to support students
• How to resolve a student's functioning interpreters review guide from the IEP team
• A decision may be made to modify interpreting for proper learning
• Direct interpretation of classroom content (T/F): false
• All members within classrooms should undertstand the interrupters to ensure students
• Legal issues include whether the interpreter reports/suspects student abuse
• Tutoring may include additional training and be supervised by a class/ deaft teacher
• Educational planning, teaching, evaluation the responsibility of class teacher
• Only classroom teachers are not responsible: False. All staff are responsible
• Chain of command in schools is; local, district, state department of education
• Education is federally and locally funded for deaf/ hh, that can be specific to students with disabilities
• District financial resourses are related to income levels of the surrounding community
• SEA provides regulatory control in education regarding standards.
• LEA provides and are responsible for complying with federal requirements
• Standardized assessments of the students progress vary depending on the education board.
• Test and assessment are used for the evaluation of the students advancement in school

Interpreting, Standardized Assessments

• Standardized educational tests assess student knowledge and what they have acquired
• Standardized tests major issues in DHH students assessments developed and used in hearing settings that do not account for the hard of hearing's understanding
• Criterion-referenced tests are based on target skills that have been mastered regardless of age
• Test of memory, recognition and use: often underestimate hard of hearing children that do not allow their capacity to be measured
• Checklist for expected is not standardized
• Interpreting products are determined by accessibility for students that can be used to allow
• When watching a student, the teacher does not consider interpreting unless necessary
• HH student's are translated as a means of understanding
• Literature is a major component of education to understanding of the world
• In deaf education; students are helped to obtain skills of linguistic and communicational understanding
• Curriculum is what is thought and is scheduled for a student to learn in order for adequate understanding of language

Language and Education Considerations

• Interpreters should ask and align their understanding of the curriculums and lessons provided to ensure effective education

• typical development is only allowed in areas that are supported by large communical signing communities

• Adults in the Deaf community are supportive communicative styles

• deaf/ hooh children should be supported in ASL learning settings, is the overall consensus

• Self-Contained means that instruction occurs solely with those experiencing communication differences

• mainstream also goes by the name inclusion

• HI/HH students may need interpretation even if able to obtain information.

• Technical, physics understanding

• Interpreting: sign language

• False is simply providing communication is the educational setting.

• Role of the educational interpreter involves: communication in classrooms and functions, signing at appropriate needs of students level and message delivery for all situations

• Interrupters work for; the class

• What are the roles of student in; providing, developing, encouraging and translating

• Tutor = reinforcement for students when working to create skills and group work, or provide and receive information and assistance

• Interrupters must analysis to understand messages to support students learning

• Key interpreter concepts are Lexical, phrasal, sentential, and discourse

• It is important to provide the right message equivalency The best way for student to have equal access to a classroom setting is though consistent interpretable messaging How rate knowledge support and ability: interpretation should be at consistent content support for a student learning

Important information in lessons involves: Goal relays for comprehension, instruction and clear understanding

False: not every languages shares every unique skill/ rule ASL and English are important languages to learn and understand When learning a new language, the concepts are equally shareable even when difficult to be translated/ conveyed

• The following is false: Encoding is message equivalency Students require good language (receive and provide)
• Interprets input to educational discussions should be part of their care
• When new signs are developed/ invented by non deaf it can make new systems that alienate students
• Attention is divided when students must learn
• False information states that understanding is all that is required regarding translation
• Students (young, older) need the same skills but different focus depending on specific student
• Youths: good language skills are imperative to comprehension of new systems or concepts
• Transe language requires (T/F): only translations are true

False information; there are always important facts to include Systematic assessment: to ensure that interpretation and skill have a clear and understanding pathway

• In order for test to be verified; the proctor must know (it can help)
• The helper: entails that it can lead to dependency on the receiver

The Machine/ Transfer: removes cultural concept or bias

• ASL model provides the interpreter to ensure the equivalency of concepts

• The Ally requires consideration when supporting

• Class materials= language, literacy

• Opportunities for a Deaf: includes organizations, skills, training.

• Deaf communication and community relations will aid communication for interpreters

• Health: ensure breaks and support for all situations.

• Breaks with proctors: supports future learning, vocabulary, and communication

• The following is the study of Linguistics: language, and comprehension

• Definition: language (common rules and support)

• All languages share the same rules; and have the same function.

• Languages are best learned; by immersion in contexts

• Same discourse across language: false (interview, play etc are different)

• It’s important to ensure: communication is understood in its specific format

• To vary language based on a scenario: register (formal, informal= professional vs friend) Syntax is an important rule in language usage Pragmatics: supports use as language Grammar, word composition, sentence order etc: all make key differences across each language, Modality: how its translated= sign vs wording

ASL Concepts

• Prosody: is the way you speak that indicated different meanings/ contexts depending on the way a languages “stress” works
• Classifiers create information
• Iconic means direct reference or imagery supported translations
• More common of 2 translation (iconic, or arbitrary)= are both signs
• It is true that signing is easier to learn
• Understand and analyze concepts, not just wordings support the meaning of linguistics concepts
• Facial aspects are grammar in asl
• How spaces communicate.
• Young deaf= learn 2 years; not known if they connect with English and literacy just when to develop

Depends on setting; hard of hearing and hearing loss can be improved during testing with hearing aids in particular. Colds and ear infections can also cause issues to be worsened or improved via ear canals Understanding what to know: communication styles depend on educators, tools audiograms and comfort/ access Battery, damage: affect aids for hearers

ASL tools include language; manually and pidgin

• signs are to support students with literacy for the children Signs are often created with non deaf and or language to support learning (false assumption)
• People believe english signs will benefit people for language support (false information)
• Borrowed signs in a culture is known
• Skills can be unique and varied between teachers and proctors in deaf systems.
• Skills may be provided with local and national resources; along with a time line ( goals)

If it is suspected by educational providers. Language is (T/F): NOT always used with communication = false A students capabilities are tested with various situations that will allow them to have time to process information when they receive assistance based on learning.

• Is for the safety of both parties ensure
• Classrooms, teachers, families are important for support False can happen in many situations Deaf are not impaired individuals; and prefer to not be called that

They rather see them selfs; rather the see the impaired What implant of hearing aid: is supported for assistance, vs cultural appropriation

• Understanding changes and new insights requires: members/community interactions Language is a total for a group of support structure and culture

Self esteem in deaf: and also cultural support will aid them. Deaf/ HoH: require language awareness and use, with new communities or settings Requires legal relaying of information through outside 3rd parties Equal representation and clear access for the student is of the upmost intent and importance to students. -CC; caption can provide information, may still be difficult, but it's a useful form of support Youth groups = JNDA Tapping/ waving = attention grabbing in deaf environments Signs can be both personal, real or fakes; not physical! ASL skills and creative are not related to all.

Pre setting: support for students regarding interpretation is valuable and important. The Deaf provides help and assistance, not for all, but for general use. Students: cultural sensitivity will aid them to understanding better with more diverse students; interculturally Acculturation ( understanding of skills): is needed to teach students to translate and communicate with new learners.

This quiz explores the roles and responsibilities of educational interpreters working with DHH students. It covers topics such as curriculum modifications, communication preferences, collaboration, and conflict resolution. The quiz aims to assess understanding of best practices in educational interpreting.