EIPA Study Guide PDF

+-----------------------------------+-----------------------------------+ | question | answer | +===================================+===================================+ | The early detection of hearing | It allows deaf and hard of | | lo...

+-----------------------------------+-----------------------------------+ | question | answer | +===================================+===================================+ | The early detection of hearing | It allows deaf and hard of | | loss is critical because | hearing students to develop | | | language that is more | | | age-appropriate when compared | | | with their hearing peers | +-----------------------------------+-----------------------------------+ | True or false: the majority of | true | | deaf and hard of hearing students | | | are born to hearing families who | | | may not provide them access to a | | | fluent language early in | | | development | | +-----------------------------------+-----------------------------------+ | From age 6 to 11 what two things | 1. 2. | | happen? | | +-----------------------------------+-----------------------------------+ | How does inferiority develop? | Negative experiences at home, at | | | school, or with peers lead to | | | feelings of incompetence | +-----------------------------------+-----------------------------------+ | True or false: as a student | False | | matures interpreters should | | | increase the amount of support | | | they provide. | | +-----------------------------------+-----------------------------------+ | What period is important to | The period of adolescence | | identify formation? | | +-----------------------------------+-----------------------------------+ | Why do young people experience | Weak sense of trust, autonomy or | | identity confusion and may be | initiative | | unprepared for the challenges of | | | adulthood? | | +-----------------------------------+-----------------------------------+ | True or false: the interpreter | False, an interpreter should | | should respond the same way to a | consider the student's level of | | student's attentiveness (why) | maturity | +-----------------------------------+-----------------------------------+ | Which approach assumes that | A piagetian approach to cognitive | | cognitive development is | development | | independent from language | | | development? | | +-----------------------------------+-----------------------------------+ | True or false : it is more | False interpreters with better | | important to have high skill for | skills are needed with younger | | older children (why?) | students who are still developing | | | language skills and are less | | | capable of repairing an | | | interpreter's errors | +-----------------------------------+-----------------------------------+ | How should an interpreter | Interpreters should review a | | understand the student's level of | student's IEP with other members | | functioning? | of the team | +-----------------------------------+-----------------------------------+ | True or false: students do not | False they do but the interpreter | | bond with interpreters | needs professional boundaries | +-----------------------------------+-----------------------------------+ | True or false: the gender of the | False | | interpreter does not matter | | +-----------------------------------+-----------------------------------+ | Why would peers view a student to | The student does not have | | be socially awkward? | age-appropriate pragmatic skills | +-----------------------------------+-----------------------------------+ | Social and cognitive development | Peer relationships | | throughout the school years is | | | gained through what? | | +-----------------------------------+-----------------------------------+ | What does cognitive development | The student's understanding of | | mean? | concepts and ability to think and | | | reason | +-----------------------------------+-----------------------------------+ | True or false: students who are | True | | deaf or hard of hearing have the | | | same capability for cognitive | | | development as do students with | | | normal hearing | | +-----------------------------------+-----------------------------------+ | A skilled educational interpreter | Be able to handle the complex | | must not only understand the | task of using language to | | concept of cognitive development | communicate concepts that are | | but also must what? | new, abstract, or difficult | +-----------------------------------+-----------------------------------+ | What helps students develop | The ability to interact with | | cognitive skills? | others while using language | +-----------------------------------+-----------------------------------+ | Information enters the mind to | Sound, visual information, | | stimulate cognitive development | speech, and touch | | through the perceptions of what 4 | | | things? | | +-----------------------------------+-----------------------------------+ | Cultural background affects | What we know, what is important, | | cognition by helping to define | how we approach new tasks, how we | | what 4 things? | interact | +-----------------------------------+-----------------------------------+ | True or false: teacher's | True | | questions can require different | | | levels of abstraction in terms of | | | cognitive skills | | +-----------------------------------+-----------------------------------+ | What is the level of abstraction | Taxonomy: Demonstration of | | in terms of cognitive skills? | knowledge, comprehension, | | | application. Analysis, synthesis, | | | evaluation | +-----------------------------------+-----------------------------------+ | What may help a student organize | Organizing a text spatially | | the text cognitively? | | +-----------------------------------+-----------------------------------+ | What does cognitive organization | Helps students store and remember | | do? | concepts | +-----------------------------------+-----------------------------------+ | Providing students with | Patterns, parallels, comparisons, | | repetition allows them to see | and similarities | | what 4 things? | | +-----------------------------------+-----------------------------------+ | True or false: in terms of | True | | cognitive development, students | | | learn when there is a conflict | | | between what they think and new | | | information that they receive | | +-----------------------------------+-----------------------------------+ | What does a student do when | They learn and accommodate, or | | conflict between what they think | modify a new cognitive scheme, | | and new information that they | based on the new information | | receive? | | +-----------------------------------+-----------------------------------+ | What is a cognitive scheme | Cognitive structure that | | | organizes information, making | | | sense of experience. Students | | | develop schemes in many different | | | domains: motor, language, | | | thinking, social, etc. | +-----------------------------------+-----------------------------------+ | How are cognitive schemes | On previous experiences | | developed? | | +-----------------------------------+-----------------------------------+ | How do students interpret the | Cognitive schemes | | world and experiences? | | +-----------------------------------+-----------------------------------+ | What is contextualization? | Breaking down concepts | +-----------------------------------+-----------------------------------+ | True or false: a student's | False. Students can memorize | | ability to repeat a concept means | language without understanding | | the student understands it | what it really means | +-----------------------------------+-----------------------------------+ | True or false: understanding a | True being able to talk about a | | concept and being able to talk | concept often helps a student | | about a concept are not the same | understand it | +-----------------------------------+-----------------------------------+ | The goal of education is for | Acquire thinking skills, not to | | students to do what? | just memorize facts | +-----------------------------------+-----------------------------------+ | How are students like little | Trying to explore and figure out | | scientists? | how the world works based on what | | | they see, do, and hear | +-----------------------------------+-----------------------------------+ | True or false: students learn a | True | | great deal from exploration, | | | making mistakes, and | | | self-correction | | +-----------------------------------+-----------------------------------+ | Behavioral approaches to learning | positive | | propose that positive behavior | | | can be increased by the use | | | reinforcers | | +-----------------------------------+-----------------------------------+ | How can negative behavior be | The use of punishment or | | decreased? | withdrawal of privileges | +-----------------------------------+-----------------------------------+ | What does strict behaviorism not | The active cognitive construction | | recognize? | on the part of the student | +-----------------------------------+-----------------------------------+ | The interpreter needs to know the | Language skills both expressive | | student's what? | and receptive, the student's | | | cognitive potential and the | | | educational goals as outlined in | | | the student's IEP | +-----------------------------------+-----------------------------------+ | Who should conduct a language | Professional who has training | | evaluation? | specific to language and students | | | who are deaf or hard of hearing | +-----------------------------------+-----------------------------------+ | What stimulates cognitive | language | | development? | | +-----------------------------------+-----------------------------------+ | True or false: language | True | | development in ASL parallels the | | | development of spoken languages | | +-----------------------------------+-----------------------------------+ | What impacts a student's ability | A student's language level, their | | to learn new concepts? | world knowledge, and vocabulary | | | skills | +-----------------------------------+-----------------------------------+ | Why do DHH students have language | Environmental limitations for | | delays? | language access | +-----------------------------------+-----------------------------------+ | How is academic language | Academic language is generally | | different than conversational | more complex in terms of | | language? | vocabulary and syntax. It | | | provides students with fewer | | | contexts to understand the topic. | | | It has less turn taking with | | | longer monologues | +-----------------------------------+-----------------------------------+ | Deaf students are learning | An interpreter may need to | | language while learning concepts | include an explanation of a | | in school. How do interpreters | concept in the interpretation in | | accommodate this? | order to facilitate learning | +-----------------------------------+-----------------------------------+ | True or false: communicating | true | | concepts that are easy, or used | | | often, are different than | | | concepts that are new, abstract, | | | or difficult | | +-----------------------------------+-----------------------------------+ | What happens when young students | They continually make the error | | make errors? What should adults | since it often goes unnoticed. | | do? | Adults should model proper | | | language and not expect an | | | immediate fix | +-----------------------------------+-----------------------------------+ | Gestures are useful in | no | | communication and used with | | | adults and children. Is gesture | | | linguistic | | +-----------------------------------+-----------------------------------+ | When do students begin to produce | Around 1 year | | their first words? | | +-----------------------------------+-----------------------------------+ | When do students begin to combine | Around 2 years | | two words or signs into a | | | sentence? | | +-----------------------------------+-----------------------------------+ | When do students begin to produce | Around 3 years | | complex language? | | +-----------------------------------+-----------------------------------+ | When are hearing students able to | Around 3-4 years | | use English morphology correctly | | | most of the time? | | +-----------------------------------+-----------------------------------+ | When are deaf students learning | Around 3-4 years | | ASL for their deaf families able | | | to use verb agreement correctly | | | much of the time? | | +-----------------------------------+-----------------------------------+ | True or false: during the early | True | | elementary years, students are | | | still learning to use language | | +-----------------------------------+-----------------------------------+ | What is decontextualized | Language that refers to people | | language? | and events that are not in the | | | here and now | +-----------------------------------+-----------------------------------+ | What is the first form of | The ability to talk about past | | decontextualized language? | events in one of the earliest | | | forms of decontextualized | | | language | +-----------------------------------+-----------------------------------+ | In early language development | The here and now | | children talk about what? | | +-----------------------------------+-----------------------------------+ | How do young students use prosody | To help determine how to segment | | in language? | language at the word and sentence | | | level. Prosody also communicated | | | a great deal of information about | | | the speaker's intention, which | | | may particularly benefit students | | | in the process of learning | | | language | +-----------------------------------+-----------------------------------+ | When do language demands increase | 3rd grade. Students who were able | | in textbooks? | to read first and second grade | | | textbook may experience more | | | difficulty at this level | +-----------------------------------+-----------------------------------+ | How does classifier use develop? | Slowly, children continuously | | | make errors until around 8 or 9 | +-----------------------------------+-----------------------------------+ | True or false: making mistake | false. hearing students | | while learning language is | mispronounce words and DHH | | abnormal | misproduce signs | +-----------------------------------+-----------------------------------+ | How does a teacher's | Students learn best when a | | understanding of a student\'s | teacher understands what they | | knowledge affect their learning? | know and what they don't | +-----------------------------------+-----------------------------------+ | True or false: deaf and hard of | False learn from reading | | hearing students who have ASL as | | | their first language typically | | | learn english from fingerspelling | | +-----------------------------------+-----------------------------------+ | True or false: hearing and DHH | False. Hearing students do not | | students do not need to | need to be taught language except | | explicitly be taught language | in special circumstances. However | | | deaf and hard of hearing students | | | may need specific and explicit | | | instruction in learning english | +-----------------------------------+-----------------------------------+ | How do students learn new words | Multiple exposures to the word - | | | not from just the definition | +-----------------------------------+-----------------------------------+ | True or false: learning sign | false | | language will interfere with a | | | student's ability to learn speech | | +-----------------------------------+-----------------------------------+ | How do students learn linguistic | By internalizing it, using it, | | rules? | and then metalinguistic | | | instruction. Deaf students often | | | do not get this explicit | | | metalinguistic ASL instruction | +-----------------------------------+-----------------------------------+ | Do students correct their peers\' | No. it gives children a chance to | | language? How does this affect | be less inhibited with language | | development? | use (when adults are not around) | +-----------------------------------+-----------------------------------+ | Does having an adult present | Yes because the pragmatics of | | during peer to peer interactions | interacting with your peers is | | affect the interaction? | different than the pragmatic of | | | interacting with adults | +-----------------------------------+-----------------------------------+ | What affects our language, | Our cultural background | | especially in terms of the rules | | | of interaction, how much we may | | | talk with other students and | | | adult, and what we believe is the | | | role of communication in our | | | daily lives | | +-----------------------------------+-----------------------------------+ | Why is the early detection of | It allows deaf and hard of | | hearing loss critical? | hearing students to develop | | | language that is ore age | | | appropriate when compared with | | | their hearing peers | +-----------------------------------+-----------------------------------+ | True or false: the majority of | false | | deaf and hard of hearing students | | | are born to hearing families who | | | will provide them access to a | | | fluent language early in | | | development | | +-----------------------------------+-----------------------------------+ | How can interpreting change when | It may mean student is receiving | | the students has a cochlear | some of the teacher's spoken | | implant | message as well as the | | | interpreted message | +-----------------------------------+-----------------------------------+ | True or false: students who had a | false | | hearing loss before learning | | | language are the same as students | | | who learned speech and language | | | and then experienced a hearing | | | loss | | +-----------------------------------+-----------------------------------+ | What causes most DHH students to | Environmental factors | | be delayed in language | | | development | | +-----------------------------------+-----------------------------------+ | A student's language use at home | This may affect the student's | | and the language use at school | classroom performance and his | | may differ - how does this affect | ability to see connections | | the student? | between home and school | +-----------------------------------+-----------------------------------+ | Why would peers view a student as | If a student does not have | | socially awkward | age-appropriate pragmatic skills | +-----------------------------------+-----------------------------------+ | What are sign systems? Does the | Signs systems designed to | | adult deaf community use them? | represent english were developed | | | by educators and are not | | | naturally developed languages - | | | no | +-----------------------------------+-----------------------------------+ | What happens when interpreters | They make the student's | | "invent" signs | linguistic system unique from | | | that of other peers, | | | interpreters, and deaf adults. In | | | addition, this may offend and | | | alienate the deaf community | +-----------------------------------+-----------------------------------+ | Does iconicity make sign language | no | | easier to learn? | | +-----------------------------------+-----------------------------------+ | Why are sign systems used? | Educators who use sign systems | | | believe that exposure to visual | | | English will facilitate English | | | development, although this has | | | not been proven to be the result | | | for all deaf or hard of hearing | | | students. They also believe that | | | english signing is easier for | | | hearing people to learn | +-----------------------------------+-----------------------------------+ | What is IDEA | It is a federal law that protects | | | the rights of students with | | | disabilities. IDEA mandates that | | | all students with disabilities | | | receive a free and appropriate | | | education | +-----------------------------------+-----------------------------------+ | How can schools make sure an | EIPA written and expressive | | interpreter is qualified? | | +-----------------------------------+-----------------------------------+ | What is an IEP? | A legal document detailing each | | | student's developmental program - | | | Individual education plan | +-----------------------------------+-----------------------------------+ | Who develops an IEP? | The student's educational team, | | | including a qualified interpreter | | | - also includes the student's | | | family, the general classroom | | | teacher, a speech-language | | | pathologist, the audiologist, an | | | administrator, a deaf education, | | | and the student when appropriate | +-----------------------------------+-----------------------------------+ | Is the interpreter an essential | Yes - he or she must help ensure | | member of the IEP team? | that language and communication | | | needs of the student are met, | | | including opportunities for | | | direct communication and | | | instruction in the student's | | | identified language and | | | communication mode | +-----------------------------------+-----------------------------------+ | What additional services may be | Occupational or physical therapy, | | on an IEP | counseling, note-taking, | | | tutoring, training in the use of | | | assistive technology and help | | | learning to work with an | | | interpreter | +-----------------------------------+-----------------------------------+ | What does LRE mean | Least restrictive environment - | | | it allows students to be educated | | | in the most appropriate | | | environment for that student | +-----------------------------------+-----------------------------------+ | Will the LRE for all DHH students | No it may differ depending on the | | be the same? | student's skills and abilities, | | | as well as the availability of | | | opportunities for interacting | | | with other students | +-----------------------------------+-----------------------------------+ | How often does IDEA require IEPs | annually | | to be reviewed | | +-----------------------------------+-----------------------------------+ | DHH students must have what done | Comprehensive communication | | annually for their IEP | assessment. Assessments must be | | | conducted in the student's native | | | language and desired mode of | | | communication | +-----------------------------------+-----------------------------------+ | True or false: classroom | False. Some students need | | curriculum will be the same for | modifications. The educational | | DHH students as hearing students | interpreter should work with the | | | IEP team to understand the | | | modifications that are being made | +-----------------------------------+-----------------------------------+ | What does an interpreter do when | Use the context of the | | interpreting for multiple DHH | educational team and may include | | students? | strategies from experienced | | | educational interpreters from | | | outside the immediate team | +-----------------------------------+-----------------------------------+ | Interpreters should work with who | The IEP team | | to understand the student's | | | current level of functioning and | | | how this should guide their | | | interpreting | | +-----------------------------------+-----------------------------------+ | True or false: direct | False. A decision may be made to | | interpretation of classroom | modify interpreting in order to | | content is always used in | support a student's learning | | educational interpreting | | +-----------------------------------+-----------------------------------+ | How do school districts typically | Keeping it in the district and | | try to resolve conflicts with | having the aid of the educational | | families? What happens if there | team. They can request an | | is no resolution? | independent review by a hearing | +-----------------------------------+-----------------------------------+ | Who should understand the roles | All the members within a | | and responsibilities of the | classroom, teachers, and students | | interpreter, and how to interact | | | within the interpreted classroom | | +-----------------------------------+-----------------------------------+ | True or false: professionals | True | | working with students are | | | required by law to report any | | | suspicion of student abuse | | +-----------------------------------+-----------------------------------+ | How should tutoring be handled by | Interpreters should receive | | the interpreter | additional training in order to | | | tutor. The classroom teacher or | | | teacher of the deaf should | | | supervise all tutoring | +-----------------------------------+-----------------------------------+ | Who has the responsibility for | The classroom teacher | | educational planning, teaching, | | | and evaluation for all students | | | in the classroom? | | +-----------------------------------+-----------------------------------+ | True or false: only teachers who | False. All staff | | work in a public school have the | | | responsibility for behavior | | | management and student safety | | +-----------------------------------+-----------------------------------+ | What is the chain of command in | Local schools to the district - | | schools | district to state department of | | | education | +-----------------------------------+-----------------------------------+ | How is the education of deaf and | A combination of local | | hard of hearing students funded? | tax-funding as well asl state and | | | federal funding that is specific | | | for students with disabilities | +-----------------------------------+-----------------------------------+ | A school districts financial | Income level of the surrounding | | resources are typically related | community | | to the what | | +-----------------------------------+-----------------------------------+ | All students with disabilities | A free and appropriate education, | | are entitled to what | even if that requires an | | | interpreter | +-----------------------------------+-----------------------------------+ | What is the SEA and what does it | The State Education Agency has a | | do? | regulatory role in the education | | | of students in terms of | | | credentialing teachers, | | | establishing minimal standards | | | for curriculum, requiring annual | | | achievement tests | +-----------------------------------+-----------------------------------+ | What is the LEA and what does it | The local education agency is | | do | responsible for complying with | | | state and federal requirements. | | | They are responsible for | | | staffing, placement, and delivery | | | of services | +-----------------------------------+-----------------------------------+ | Who determines qualifications for | The SEA and if they does have any | | interpreters | then the LEA can make their own | +-----------------------------------+-----------------------------------+ | What is the interpreter's role | Often the instructions can be | | for standardized educational | interpreted, but not the actual | | assessments | test. It may be appropriate for | | | an interpreter to interpret a | | | test if the goal of the test is | | | to assess content knowledge and | | | not literacy | +-----------------------------------+-----------------------------------+ | What are standardized educational | Knowing how much progress a | | tests used for | student has mase - achievement | | | tests are used to determine a | | | students improvement in reading, | | | writing, and other content | | | subjects | +-----------------------------------+-----------------------------------+ | What is a problem related to DHH | A major problem with most | | students and standardized tests? | standardized tests is that they | | | have been developed and | | | standardized with hearing | | | students. Often, some items may | | | not be appropriate for students | | | who are deaf or hard of hearing | | | and may not reflect their | | | underlying abilities | +-----------------------------------+-----------------------------------+ | What are criterion-referenced | They use target skills that a | | tests | student is expected to have | | | mastered by a given age | +-----------------------------------+-----------------------------------+ | What are intelligence tests? What | They are an attempt to measure | | is a problem with these related | the cognitive abilities and | | to DHH students? | processing strategies of a | | | student. Intelligence tests that | | | use language often underestimate | | | the intelligence of a deaf or | | | hard of hearing student | +-----------------------------------+-----------------------------------+ | What is a problem with classroom | They standard for checking them | | checklists for expected skills? | off is not standardized | +-----------------------------------+-----------------------------------+ | What is the top goal for an | An interpreting product that is | | educational interpreter? | accessible to the student | +-----------------------------------+-----------------------------------+ | True or false: interpreting a | false | | concept makes it accessible | | +-----------------------------------+-----------------------------------+ | If a student is watching the | Continue interpreting | | teacher instead of the | | | interpreter what does the | | | interpreter do? | | +-----------------------------------+-----------------------------------+ | When working with a HH student | Transliterating | | will the product typically be | | | interpreting or transliterating? | | +-----------------------------------+-----------------------------------+ | What is a major goal of general | Literacy because it serves as the | | education? | foundation for learning | | | throughout life. Students use | | | what they know about the world to | | | help them read, and read to learn | | | about the world | +-----------------------------------+-----------------------------------+ | What is a major goal of Deaf | To help a student acquire | | education | sufficient language skills to | | | participate in the general | | | curriculum | +-----------------------------------+-----------------------------------+ | What is curriculum | A curriculum specifies what a | | | student should learn and the | | | sequence in which it should be | | | taught | +-----------------------------------+-----------------------------------+ | What should the interpreter do | Ask to see it and ask the teacher | | with the curriculum | about their philosophy of the | | | curriculum so they can understand | | | the teacher's expectations | +-----------------------------------+-----------------------------------+ | True or false: when schools have | False large number of signers | | a small number of students and | causes typical development | | adults who sign fluently typical | | | development is more likely to be | | | fostered | | +-----------------------------------+-----------------------------------+ | Deaf adults generally agree that | Free and open communication | | students who are deaf or hard of | | | hearing should be educated in an | | | environment that allows what | | +-----------------------------------+-----------------------------------+ | Bilingual education for deaf and | ASL | | hard of hearing students involved | | | what as the first language | | +-----------------------------------+-----------------------------------+ | What is a self-contained deaf | Typically a classroom within a | | education classroom? | public school, but only for deaf | | | and hard of hearing students | +-----------------------------------+-----------------------------------+ | What is mainstreaming? What is | When a deaf or hard of hearing | | another name for it? | student receives his or her | | | education within a general | | | education classroom, often with | | | the use of an interpreter. | | | Inclusion is another name for it | +-----------------------------------+-----------------------------------+ | What students may need an | Hard of hearing | | interpreter in order to access | | | all information in the classroom | | | even though they can obtain some | | | information without an | | | interpreter | | +-----------------------------------+-----------------------------------+ | In order to interpret foreign | Get specialized training | | languages, tech, physics, etc. | | | interpreters may need to | | +-----------------------------------+-----------------------------------+ | Technically, what occurs when an | interpreting | | interpreter conveys information | | | following the conventions of | | | American sign language (ASL) and | | | english | | +-----------------------------------+-----------------------------------+ | True or false: educational | false | | interpreting is simply standing | | | in the front of the classroom | | | relaying information from the | | | teacher to the student and vice | | | versa | | +-----------------------------------+-----------------------------------+ | What are the roles of the | Facilitates all communication in | | educational interpreter | the classroom, adapts his or her | | | signing level to the | | | communication needs of the | | | student, interprets at school | | | functions as needed and prepares | | | for content and message delivery. | | | He or she also assists students | | | and professionals in | | | understanding the role of the | | | interpreter, ensures appropriate | | | logistics and provides clever and | | | appropriate information for | | | substitute interpreters | +-----------------------------------+-----------------------------------+ | Who does the interpreter work for | The interpreter is working for | | | the whole class, including the | | | teacher and all the students | +-----------------------------------+-----------------------------------+ | What is the interpreter's role on | His or her role on the team is to | | the IEP team | provide consultation regarding | | | strategies to promote student | | | independence, encourage direct | | | communication across various | | | interactions and interpret | | | content and non-content areas | +-----------------------------------+-----------------------------------+ | Who is also responsible for | The interpreter | | promoting student participating | | | in classroom discussions and | | | activities, addressing discipline | | | problems and procedure, as well | | | as concerns related to a | | | student;s needs, and education | | | others regarding the implications | | | of hearing loss | | +-----------------------------------+-----------------------------------+ | what does the role of tutor for | Reinforces concepts and class | | interpreter entail | content under the direction of a | | | certified teacher-included | | | preparing for content, | | | implementing instructional | | | strategies as identified by the | | | IEP team, reinforcing and | | | supervising practice of skills | | | with individual and small groups, | | | assisting the student and other | | | professionals in understanding | | | the role of the tutor and | | | providing clear and appropriate | | | information for the substitute | +-----------------------------------+-----------------------------------+ | Understanding process models of | Analyze breakdowns in his or her | | interpreting can help the | own interpreting | | interpreter do what | | +-----------------------------------+-----------------------------------+ | There are multiple levels or | Lexical, phrasal, sentential, and | | layers to analyzing a message | discourse | | including what 4 things | | +-----------------------------------+-----------------------------------+ | What is the key or goal of | Message equivalency | | interpretation or transliteration | | +-----------------------------------+-----------------------------------+ | The student does not have equal | consistently | | access to the classroom content | | | is message equivalency isn't | | | achieved how often | | +-----------------------------------+-----------------------------------+ | They are factors that influence | The interpreter's language | | message equivalency. What are 6 | ability and content knowledge, | | factors | the speaker's rate of delivery, | | | discourse organization, | | | communicative intent, register, | | | etc. | +-----------------------------------+-----------------------------------+ | How can the teacher provide | Relaying the goal of the lesson, | | information that will help the | expectations for student mastery | | interpreter improve the message | | | equivalency | | +-----------------------------------+-----------------------------------+ | True or false: not all language | false | | has a function | | +-----------------------------------+-----------------------------------+ | Transition and relational words | ASL and english | | and phrases in what languages | | +-----------------------------------+-----------------------------------+ | When there is not message | They may not learn the intended | | equivalency between the source | content or concept | | text and the interpreting product | | | what happens to the student | | +-----------------------------------+-----------------------------------+ | True or false: encoding is | false | | message equivalency | | +-----------------------------------+-----------------------------------+ | The interpreter must know what 4 | Their language skills both | | things about the student | expressive and receptive, the | | | student's cognitive potential, | | | and the educational goals as | | | outlined in the student's IEP | +-----------------------------------+-----------------------------------+ | True or false:the interpreter's | false | | input regarding the student's | | | language use and comprehension | | | shouldn't be part of the | | | discussion of the educational | | | team regarding modifications made | | | in how the interpretation is to | | | be conducted | | +-----------------------------------+-----------------------------------+ | What happens when interpreters | They make the students\' | | invent signs | linguistic system unique from | | | that of other peers, | | | interpreters, and deaf adults. In | | | addition, this may offend and | | | alienate the deaf community | +-----------------------------------+-----------------------------------+ | Attending to classroom visual | Dual attention | | stimuli and attending to the | | | interpretations required what | | +-----------------------------------+-----------------------------------+ | True or false: interpreting a | false | | lesson makes it accessible | | +-----------------------------------+-----------------------------------+ | Interpreting for older and | younger | | younger students require | | | different skills however which | | | students may need better skills | | +-----------------------------------+-----------------------------------+ | What do younger students need | They are still developing | | more skilled interpreters | language skills and are less | | | capable of repairing an | | | interpreter's errors | +-----------------------------------+-----------------------------------+ | True or false: it is impossible | true | | to produce an interpretation or | | | transliteration product that | | | reflects 100% message equivalency | | +-----------------------------------+-----------------------------------+ | True or false: all classroom | False there are times when | | information is important | interpreters need to determine | | | what information in the classroom | | | is informative or may be | | | distracting to the student as | | | extraneous visual noise | +-----------------------------------+-----------------------------------+ | What should provide information | Systematic assessment | | that will assist in determining | | | where interpreting errors occur | | | and provide guidance in skill | | | development | | +-----------------------------------+-----------------------------------+ | What does annual assessment do | It can help other professionals | | | view the interpreter as a | | | professional and understand the | | | importance of being qualified to | | | be an interpreter for students. | | | It can verify skills | +-----------------------------------+-----------------------------------+ | What does the helper model look | Involves the concepts of pity, | | like | dependency, and paternalism | +-----------------------------------+-----------------------------------+ | What are the outcomes of the | Dependency, inhibit independence | | helper model | and identity development in | | | students, and alienate deaf and | | | hard of hearing students from | | | communicating directly with their | | | hearing peers | +-----------------------------------+-----------------------------------+ | What does the conduit or machine | An interpreter conveys | | model mean | information from one language to | | | another without a personal / | | | cultural context | +-----------------------------------+-----------------------------------+ | Doing what between both english | Cognitive processing | | and ASL is required by the | | | interpreter for semantic | | | equivalence in a | | | bilingual-bicultural model of | | | interpreting | | +-----------------------------------+-----------------------------------+ | What is the Ally model of | Decisions regarding interpreting | | interpreting | are made within the social and | | | political culture surrounding | | | deaf and hard of hearing adults | +-----------------------------------+-----------------------------------+ | How do class materials help | Understand the concepts | | interpreters | cognitively organize the content | | | learn any new vocabulary | +-----------------------------------+-----------------------------------+ | What can be included in each | Local RID chapters, the internet, | | interpreter's professional | workshops, conferences, etc. | | development plan | | +-----------------------------------+-----------------------------------+ | How do ties to the deaf community | Language skill development and | | help interpreters | professional development | +-----------------------------------+-----------------------------------+ | What health issues can come up | Involving repetitive motion | | from interpreting long periods of | injury, stress, cognitive fatigue | | time without assistance | | +-----------------------------------+-----------------------------------+ | What are interpreter breaks good | Physical breaks, plan for future | | for | lesions, read textbook | | | assignments, to research, learn | | | new vocabulary | +-----------------------------------+-----------------------------------+ | What is linguistics | Systematic study of language | +-----------------------------------+-----------------------------------+ | What is language | A rule-governed system composed | | | of symbols that is shared by a | | | group of people | +-----------------------------------+-----------------------------------+ | What is the linguistic form? | Sentence, meaning | | Linguistic function? | | +-----------------------------------+-----------------------------------+ | What are the rules for a language | Productive meaning that users can | | | produce an infinite number of new | | | sentences and a community of | | | language users share a common set | | | of rules. Languages vary | | | geographically. Languages have 3 | | | major dimensions : form, | | | function, and use | +-----------------------------------+-----------------------------------+ | How are words best learned | In the context of discourse | +-----------------------------------+-----------------------------------+ | True or false: language has the | False think about storytelling | | same rules for all discourse | vs. interview | | levels | | +-----------------------------------+-----------------------------------+ | Are language, speech, and | no | | communication the same | | +-----------------------------------+-----------------------------------+ | What is register | Refers to variations in language | | | based on whom we are taking with | | | and in what setting | +-----------------------------------+-----------------------------------+ | What is syntax | Refers to rules that govern how | | | we organize words into sentences | +-----------------------------------+-----------------------------------+ | What is pragmatics | A person\'s ability to use a | | | language for different functions. | | | It refers to the rules that | | | govern how we use language with | | | other people | +-----------------------------------+-----------------------------------+ | What is form | The grammatical structure of | | | language | +-----------------------------------+-----------------------------------+ | What is ASL morphology | The internal structure of the | | | word | +-----------------------------------+-----------------------------------+ | What is english morphology | Uses the order of words to | | | structure the sentence | +-----------------------------------+-----------------------------------+ | What is phonology | Speech sounds or the individual | | | parts of a sign | +-----------------------------------+-----------------------------------+ | What is modality | Refers to where a language is | | | spoken, written, or signed | +-----------------------------------+-----------------------------------+ | What is prosody | How a language stresses words and | | | phrases and uses intonation to | | | communicate meaning and | | | grammatical concepts. It also | | | indicates sentence boundaries and | | | discourse shifts. Prosody in | | | signed languages involved facial | | | expression, rhythm of signing, | | | the size of signs, and body | | | movement. Prosody in ASL and sign | | | systems should be very similar | +-----------------------------------+-----------------------------------+ | What are classifiers | Grammatical structures that | | | provide information about 1. How | | | something looks 2. How we hold | | | and manipulate things and 3. How | | | people and things are positioned | | | and moved through space | +-----------------------------------+-----------------------------------+ | What are iconic signs | Signs that look like what they | | | are referring to | +-----------------------------------+-----------------------------------+ | What are arbitrary signs | Signs that are chosen or | | | determined at random with no | | | particular resemblance to the | | | word they refer to | +-----------------------------------+-----------------------------------+ | Are there more ASL arbitrary or | arbitrary | | iconic signs | | +-----------------------------------+-----------------------------------+ | True or false: iconic signs are | false | | easier for students to learn | | +-----------------------------------+-----------------------------------+ | What is metalinguistic knowledge | Means you can discuss and think | | of language | about language | +-----------------------------------+-----------------------------------+ | Do deaf students have the | Deaf and hard of hearing students | | opportunity to gain | rarely have the opportunity to | | metalinguistic knowledge of sign | gain metalinguistic knowledge of | | language | sign language | +-----------------------------------+-----------------------------------+ | How are facial expressions used | Represent grammatical | | in ASL | information, such as questions. | | | Show the beginning and ends of | | | linguistic units, such a | | | sentences and topics | +-----------------------------------+-----------------------------------+ | How is space used in asl | Compare and contrast concepts. | | | Show spatial relationships | +-----------------------------------+-----------------------------------+ | How young can deaf students learn | 2 years old. no | | fingerspelling? At that age do | | | they understand the connection to | | | english? | | +-----------------------------------+-----------------------------------+ | How much can Hard of hearing | Depends on the setting, hearing | | students hear | aids only amplify sound | +-----------------------------------+-----------------------------------+ | Do colds and ear infections | yes | | affect hearing ability | | +-----------------------------------+-----------------------------------+ | How should the interpreter learn | An interpreter should as the deaf | | about the child's hearing loss | educator, speech pathologist, or | | | audiologist to explain each | | | student's audiogram and how well | | | the student can use his hearing | | | to learn | +-----------------------------------+-----------------------------------+ | What causes most hearing aid | Dead batteries, clogged ear | | issues | molds, or other minor problems | +-----------------------------------+-----------------------------------+ | What are examples of different | American sign language (ASL), | | sign systems? | manually coded english (MCE), and | | | pidgin sign english (PSE) | +-----------------------------------+-----------------------------------+ | Who made sign systems that are | Educators not naturally developed | | used to encode english | | +-----------------------------------+-----------------------------------+ | True or false: if an english sign | false | | system is used with an | | | interpreter then it can be used | | | with a deaf adult or student | | +-----------------------------------+-----------------------------------+ | What do hearing people think the | It will be easier for hearing | | advantages of english sign | people to learn. It will help | | systems are | facilitate english language (not | | | proven) | +-----------------------------------+-----------------------------------+ | English sign systems were | Words or morphemes that are not | | invented to represent what | in ASL | +-----------------------------------+-----------------------------------+ | True or false: all sign systems | True | | have borrowed elements from ASL, | | | such as prosody, fingerspelling, | | | some elements of the use of | | | space, and some grammatical | | | markers that appear on the face | | +-----------------------------------+-----------------------------------+ | True or false: interpreters may | true | | have more knowledge of and skills | | | in the use of ASL than a licensed | | | teacher of the deaf | | +-----------------------------------+-----------------------------------+ | Where should an interpreter get | Local and national resources. | | assistance tutoring instruction | Classroom teacher in terms of | | | goals, timelines, and outcomes | +-----------------------------------+-----------------------------------+ | How is it decided if tutoring | IEP team and/or classroom teacher | | services are needed | | +-----------------------------------+-----------------------------------+ | True or false: tutoring within a | true | | subject matter area does not | | | directly address language, | | | communication or problems with | | | interpretation | | +-----------------------------------+-----------------------------------+ | How does a student show that they | When a student can answer | | understand a concept | questions spontaneously about the | | | concept, or can show the | | | interpreter that they understand, | | | the interpreter has better | | | evidence that the student has | | | learned | +-----------------------------------+-----------------------------------+ | What does confidentiality mean | Interpreters must maintain | | for a student/interpreter | confidentiality about issues | | relationship? | surrounding interpreting for a | | | student. Information can be | | | shared freely with the student's | | | educational team. Discussion of | | | abuse, suicide, drug use, | | | weapons, threats, needs to be | | | shared with the school's | | | administration. Interpreter | | | should inform student of their | | | responsibility to report | +-----------------------------------+-----------------------------------+ | Interpreters should not teach | They have had specialized | | formal ASL classes unless what | training | +-----------------------------------+-----------------------------------+ | Who is responsible for developing | Classroom teacher | | the philosophy of behavior | | | management and communication with | | | parents | | +-----------------------------------+-----------------------------------+ | True or false: meeting minimum | false | | requirements established by a | | | state or organization does mean | | | that you can qualified to | | | interpret in every situation | | +-----------------------------------+-----------------------------------+ | Why does the deaf community not | It implied that they are broken | | like the term "hearing impaired" | and need to be fixed rather than | | | simply being deaf | +-----------------------------------+-----------------------------------+ | The deaf community doesn't view | Linguistic minority | | themselves are handicapped group | | | rather a what | | +-----------------------------------+-----------------------------------+ | How does the deaf community view | As a medical model which views | | cochlear implants?? | deaf and hard of hearing students | | | as needing to be fixed and become | | | hearing | +-----------------------------------+-----------------------------------+ | What does culture change | In order to represent and | | | integrate new experiences of its | | | members as the needs and | | | interesting of its members change | +-----------------------------------+-----------------------------------+ | What is the sum of total | culture | | attainments of a community of | | | people, included share language, | | | social norms, art forms, | | | literature, beliefs, customs, | | | traditions, and other related | | | attainments | | +-----------------------------------+-----------------------------------+ | Cultural identity is an important | Self esteem and self awareness, | | contributing factor relations to | and serves as a resource for | | what | decision making | +-----------------------------------+-----------------------------------+ | How do deaf students develop | Learning about other deaf and | | their identity as a deaf or hard | hard of hearing people and deaf | | of hearing person | culture | +-----------------------------------+-----------------------------------+ | Who requires states to provide a | Federal government | | relay system in which hearing and | | | deaf people can telephone each | | | other, using a third party | | +-----------------------------------+-----------------------------------+ | An important aspect of deaf | Equal access about news and | | culture is making sure that | events | | everyone has what | | +-----------------------------------+-----------------------------------+ | What is a problem with CC for | Depending on the student's | | deaf students | ability to read, they may or may | | | not be able to access the | | | content. Also, watching a program | | | and reading captions | | | simultaneously is more difficult | | | than listening to the text and | | | view the movie | +-----------------------------------+-----------------------------------+ | The what is an organization of | Junior National Association of | | deaf youth that sponsors an | the deaf | | annual conference for all deaf | | | and hard of hearing adolescents | | +-----------------------------------+-----------------------------------+ | What are the appropriate | Gently tapping someone, waving a | | attention-getting strategies in | table, tapping a table | | the deaf community | | +-----------------------------------+-----------------------------------+ | True or false: deaf people do not | false | | typically create name signs based | | | on a physical characteristic or | | | personality trait | | +-----------------------------------+-----------------------------------+ | What are ways for language play | ABC poem, number poem, | | in ASL | fingerspelling poem, etc. | +-----------------------------------+-----------------------------------+ | When should interpreter negotiate | Before the assignment | | logistics of the interpreting | | | environment | | +-----------------------------------+-----------------------------------+ | Who can be an important resource | Deaf adults | | for public schools, providing | | | information about sign language, | | | social opportunities, identity, | | | resources for technology, and | | | strategies for being a successful | | | deaf or hard of hearing adult | | +-----------------------------------+-----------------------------------+ | Interpreters who work with | Intercultural and intracultural | | students from diverse cultures | conflicts | | need strategies for dealing with | | | what | | +-----------------------------------+-----------------------------------+ | Interpreters need to develop | The implications of acculturation | | multicultural competencies so | and enculturation, and | | they can understand what | assimilation processes for | | | individual and cultural groups | +-----------------------------------+-----------------------------------+