EIPA Standards: Student Development

• Professionals in the EIPA Diagnostic Center set content knowledge standards for educational interpreters successful in classrooms.
• The EIPA Written Test's questions are based on these core standards.
• Standards reflect minimum competencies and are not a substitute for formal learning.
• Experts, including interpreters, educators, deaf consumers, and teachers reviewed the EIPA Written test.

Student Development

• Student development involves growth in confidence, independence, and cooperation.
• Educational interpreters need to recognize developmental changes in students.
• Adapting their interpreting and support is necessary, based on student development.

Age-Specific Development

• Early detection of hearing loss is crucial for age-appropriate language development in deaf/hard of hearing students.
• Most deaf/hard of hearing students are born to hearing families without early access to fluent language.
• Attachment is important for facilitating learning in young students.
• From ages 6-11, students develop a sense of industry vs. inferiority that impacts their ability to achieve.
• Negative experiences can result in feelings of incompetence.
• Between the ages of 6 and 11, the development of cooperation skills is as important as factual knowledge.

Maturity Level

• Student autonomy increases with maturity through adolescence demonstrating increased initiative.
• Adolescence is a critical period for identity formation that impacts trust, autonomy, and initiative.
• Interpreters should be sensitive when students explore their identity and values.
• Consider level of maturity when responding to a student's inattentiveness.

Skill Level

• Interpreting for older students requires different skills than for younger students.
• Younger students need interpreters with better skills as they develop language and are less able to repair errors.
• Reviewing a student's IEP with their team helps interpreters understand current functioning.

Relationships

• Students may bond with professionals, but professional boundaries must be maintained.
• Adolescents may be more comfortable with same-gender interpreters.
• Peer relationships are critical for social and cognitive development in school-age children.
• During middle school, friendships involve communication, making pragmatic skills important. A student may seem socially awkward if they do not have these skills.

Cognitive Development

• Cognitive development involves understanding concepts, thinking, and reasoning.
• Language stimulates cognitive development; language sophistication influences cognitive abilities.
• Interacting with others using language helps students develop cognitive skills.
• Deaf/hard of hearing students have the same potential for cognitive development as hearing students.
• Educational interpreters should communicate complex concepts and understand cognitive development.

Cognition

• A Piagetian approach assumes cognitive development occurs independently from language development.
• Cognitive development is stimulated through perception of sound, visual information, speech, and touch.
• Cultural background affects cognition by defining knowledge, importance, and ways to approach new tasks.
• Socialization and play are important aspects of cognitive development.
• A teacher's questions can incorporate different levels of cognitive skills and abstraction.

Taxonomy of Cognitive Skills

• Demonstration of knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Organizing text spatially and cognitively can help students cognitively organize the text.
• Cognitive organization and repetition help students store, remember, and see patterns.
• Students learn when there is a conflict between new and existing information, causing them to accommodate or modify their cognitive scheme.
• A cognitive scheme organizes information which makes sense of experiences.
• Schemes are developed in motor skills, language, thinking, social skills, etc.
• Students interpret based on cognitive schemes developed from prior experiences.

Conceptualization

• Students often need support, like contextualization and practice, to learn new concepts.
• Repeating a concept does not guarantee understanding.
• Answering questions spontaneously or demonstrating understanding are better indicators that a student has learned the new concept.
• Talking about a concept helps a student demonstrate their understanding.

Learning

• The goal of education is to acquire thinking skills rather than to memorize facts.
• Students explore and learn how the world works, like little scientists.
• Error, exploration, making mistakes, and self-correction are critical for self correction.
• Positive behavior is increased through positive reinforcement and negative behavior decreased through punishment or loss of privileges, in Behavioral approaches to learning.
• Active cognitive construction is usually not recognized using behaviorism.

Language Development

• Interaction is essential for language development, making the interpreter vital.
• Interpreters help students learn language by exposing them to fluent language.
• Experienced interpreters understand their influence on a student's language development.
• Interpreters should review the student's current level of functioning that is contained in the IEP.

Language Skills

• Interpreters need to know a student's expressive/receptive language skills, cognitive potential & educational goals.
• Language evaluation should be conducted by qualified professionals.
• Language stimulates cognitive development; sophistication influences cognitive abilities.
• ASL development parallels spoken language development.
• A student's language level, world knowledge & vocabulary skills impact learning new concepts.
• Deaf/hard of hearing students may have delayed language skills due to problems accessing language, not language learning.
• Conversational ability does not equal understanding academic language due to complexity and limited context.
• Deaf/hard of hearing students may be learning language and concepts at the same time.
• Concepts that are new, abstract, or difficult are different than those that are already known.
• Modeling adult's language errors simply repeats the error.
• Gestures are communicative and useful, but not linguistic.

Development

• Students produce first words at 1 year of age.
• Students combine two words into sentences around age 2.
• Students produce complex language around age 3.
• By ages 3-4, hearing students use English morphology correctly, as do deaf students learning ASL from deaf families.
• Students continue to learn language during early elementary years.
• Early language development focuses on the present, decontextualized language (past events) develops later.
• Metalinguistic development is later than language acquisition.
• Young students use prosody to segment language, which may benefit language acquisition.
• Textbook language demands increase around the third grade with complex syntax, vocabulary, and text; there are fewer pictures.
• Classifier development occurs over time. Many errors occur around ages 8-9.
• Longer conversations can occur as students develop and their vocabulary increases.

Learning

• Mistakes are a natural part of language learning.
• Students learn best when teachers understand what they know.
• English is learned through reading by deaf/hard of hearing students who have ASL as a first language.
• Hearing students learn language naturally, whereas deaf/hard of hearing students may need explicit instruction in English.
• Students learn words over time through exposure, not definitions.
• Learning sign language does not hinder learning to speak.
• Students learn language use before rules, gaining awareness often through explicit teaching. Deaf and hard of hearing students rarely have metalinguistic sign language knowledge.

Interaction

• Interactions that are with other students, as well as adults, are critical for language development.
• Students can be less inhibited using language in a group where adults are less present.
• Cultural background impacts language use, interaction, and beliefs about communication.

Environment/Circumstance

• Early detection of hearing loss allows deaf/hard of hearing students to develop language is age appropriate.
• Deaf/hard of hearing students are born to hearing families who may not provide early fluent language access.
• Cochlear implants improve a student's hearing, resulting in them receiving both spoken and interpreted messages.
• A hearing loss before learning speech and language have a different impact.
• Language delays in deaf students usually stem from environmental issues, not learning disabilities.
• Students' language use may differ between home and school, impacting performance.
• Students with poor pragmatic skills may seem socially awkward.

Sign Systems

• Sign systems are artificially developed, not natural languages, and are generally not used by the adult Deaf community.
• Educators believe visual English exposure aids English development and is easier for hearing people to learn.
• Creating unique signs isolates students from other signers and potentially offends the Deaf community.
• Iconicity does not make learning signs easier.

Education

• The Individuals with Education Disabilities Act (IDEA) protects the rights of students with disabilities.
• IDEA dictates a free and appropriate education including qualified interpreters.
• An Individual Education Plan (IEP) detailing a student's developmental program is needed.

IEP and the Education Team

• The interpreter should ensure language and communication needs are met and facilitates direct communication and instruction.
• IEPs may include occupational/physical therapy, counseling, tutoring, assistive technology training, etc.
• LRE (Least Restrictive Environment) varies per student, but aims to educate students in the most appropriate environment via IEP.
• IEPs are reviewed annually, including a communication assessment for deaf/hard of hearing students, conducted in native language/mode.
• Interpreters should collaborate with IEP teams to modify the curriculum for deaf/hard of hearing students.
• Interpreters should be a part of decisions made regarding classroom modifications.
• Make sure that all appropriate interpreting products are used when interpreting for more than one student.
• Work with IEP teams to understand the current level of functioning in order to guide interpreting.
• The team may modify interpreting to support learning rather than provide direct classroom content interpretation.
• Schools resolve family conflicts using the education team, if unresolved, families can request an independent review.

Roles and Responsibilities

• All classroom members should understand the interpreter's roles/responsibilities+how to interact in interpreted classrooms.
• Professionals must report suspected child abuse.
• Interpreters should understanding all disabilities.
• Some interpreters tutor and should receive training; teachers supervise tutoring.
• Teachers plan, teach, and evaluate students.
• School staff manages behavior.

Federal, State, and Local Educational Agencies

• Local schools -> school districts who are accountable to the state department of education = state education agency.
• Deaf/hard of hearing student education funds use local tax plus state/federal disability funds. Local districts must stay within budget.
• Financial resources depend on the surrounding community's income.
• Schools must follow federal disability laws and provide a free and appropriate education, including interpreters.
• SEAs regulate teacher credentialing, curriculum standards, and achievement tests; some set interpreter standards.
• LEAs comply with state/federal rules for staffing, placement, and services.

Educational Assessment and Achievement Tests

• States often need academic achievement tests with/without accommodations.
• Interpreters interpreting standardized tests depends on whether goal is content/literacy assessment.
• Annual assessments show student progress.
• Standardized tests are made with hearing students and may not test underlying abilities for all.
• Achievement tests determine improvement in reading, writing, and others.
• Criterion-referenced tests measure skills mastered.

Achievement Tests

• Measure cognitive abilities.
• Underestimate the intelligence of someone who is deaf if language is used.
• Checklists must be filled out knowledgeably.

Educational Interpreter Judgement

• Educational interpreters make judgments on language use by deaf/hard of hearing students using school/expressed language.
• Having a goal for an accessible interpreting product does not require interpreting the lesson
• Support is given even when the hard-of-hearing student chooses to watch a teacher, not the interpreter.
• Interpreting for a hard of hearing student is called transliterating.

Classroom

• Literacy is a crucial goal that builds off prior world knowledge, and there is a need to teach an adequate quantity of language skills.
• Curriculum that specifies what students need to learn and creates a sequence.
• It is important to consider the philosophy, and what their curriculum entails.
• Having many students and adults who sign fluently boosts typical development.
• Being educated open regarding communication is crucial.
• Simultaneous communication is used in a philosophy in which somebody who speaks and signs.
• Bilingual education includes ASL as a primary language and English in print.
• Inclusive settings like mainstreaming or self-contained classrooms are vital for education.
• Having an interpreter is needed with HI (hard of hearing) even if some information is available.
• Interpreters need specialized training for certain subjects like computers.

Interpreting

• Years of specialized training, great knowledge, and standards are needed.
• Information that is conveyed, when it comes to the English language, is called transliterating.
• Educational settings have many facets so, facilitate all communication.
• Making content/message is something that is a need.
• Having logistic set, like lighting, is required.
• Interpreters do to interpret on a consistent basis so that they can have access to class content.
• Having proper delivery of speech, that is organized as well as communicative, requires class preparation.
• Teachers must provide the right information so that message equivalency can be improved.
• All language needs to have transition and relational meanings/coherence ASL and English.
• Correct translation must be given, with proper content, that is inteded.
• Understanding that students must know their skills that are expressed in the IEP.
• Classroom settings need languages that are shared and shouldn't have sign creations/ linguistic system.
• Process is challenging with students who have a hearing-impairment.
• Transliteration can have impossible productions.
• Students should have the correct interpreting method based.
• Interpreting and the need to have thought to communicate correctly.

Assessment

• Assesses when the correct skills should be performed.

Evaluation of Annual Assessment

• Assessing interpreted work provides knowledge, for other professionals.
• Help understand the qualifications of a student.
• See the skills of an interpreter.
• See areas for development.

Models of Interpreting

• In the educational setting, view it as facilitator for learning in education.
• Legal member of educational team.
• Pity and paternalism can inhibit identity.
• Dependency of helper model.
• Doesnt promote students communicating with those who hear them.
• A machine that translated information from a language.
• No personal/cultural context.
• Power balances need a conscious effort.
• Social and political situations is what decisions need.
• Bilingual bicultural needs cognitive processing with semantic equal.
• Bilingual bicultural and ASL need an interpreter.
• Equal language shouldnt be provided.
• Resources is required to improve translating.

Resources and Requirements

• Access to materials and the correct content vocabulary.
• Mentors needs to support professional peers.
• States need to have certification and understandards.
• A lot of time should be put in for preparation.

Professional Development and Preparation

• The speaker should be standing with visual display.
• All interpreters need development plans (RID, workshops, conferences, and internet).
• Connections with dead communities.
• Ties with those with deaths, and language skill development is needed.

Health Related Issues

• Lack of support can lead to problems
• Repetitive motion
• Stress cognitive fatigue.
• Physical rest.
• Breaks

Linguistics

• Linguistics is the systematic learning of a language.
• A system that follows a certain rules that a group shares.
• If there are a multiple ways that language forms is a concept.
• Language helps us move things along, that make it sound.
• Communication is the process and that sign languages take on spatial connection.
• Spatial relationships with English that use words that share meanings that are close.
• Understanding the consistent basis.

Language Function

• When languages can produces infinite many of new sentences that have never.
• Common rule for language users.
• Varies where languages are geographically.
• Has 3 dimensions like form.
• The structure of the discourse.
• Uses many meanings.
• Spoken languages are different.

Terms of Definition

• Variations of languages can be seen in what setting.
• Understanding intention of a speaker.
• Ordering of words.
• Grammatical context.
• Rules for the language.
• Rules for what others see.
• Refers to the structure.

Signing Languages

• Has a lot of form.
• Has different rules.
• The word agrees, that refers to the person or subject of the object or sentence.
• Shows the pronoun for objects.
• English concepts (progressive and past).
• Prefix Suffix etc
• Has a variety of parts (sounds)
• Whether there is spoken writing or signing.
• Prosody is intonated, that can stress how communication is communicated.
• Provides 3 things with gramma.

Signed Languaged

• Develops the use of abstract that communicate.
• Rules so emotions.
• That are designed to have English-like language, with signing.
• Pidgins also connect the signing.

Fingerspelling

• Understand words for english.
• Signing used for 2 years of age.

Medical Aspects of Deafness

• Knowing aspects will allow for conditions that are not hindered
• Aids amplify sounds but do not correct the hearing-loss
• Ear-wax and clogs
• Know what the student needs.
• Having hearing-loss will allow us to know that a student can depend on in class

Sign Systems

• English systems do not vary
• Words social
• Different communities have ASL MCE-PSE not very member.

Core sign systems

• Know that it is the main language.
• Because deaf/hard of hearing students can use communication.
• Is the fact that some students can use deaf systems still means?
• That the other members.

Tutoring

• Support system
• Teachers/interpreters/parents can all use.
• To allow it to be effective.

Responsibilities and Roles

• The interpreter should be what to come.
• Not very to well.
• They relate to the interpreting
• It 3s students.

Guidelines in Educational Conduct

• Follow ethics.
• They cannot be altered
• Communication goes to the appropriate individuals
• Have good character that can assist others.