Cover image for Best practices in educational interpreting
Title:
Best practices in educational interpreting
Author:
Seal, Brenda Chafin.
Personal Author:
Publication Information:
Boston : Allyn & Bacon, [1998]

©1998
Physical Description:
xvii, 269 pages : illustrations ; 23 cm
Language:
English
ISBN:
9780205263110
Format :
Book

Available:*

Library
Call Number
Material Type
Home Location
Status
Central Library HV2402 .S43 1998 Adult Non-Fiction Non-Fiction Area
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Summary

Summary

Noting that the services provided by interpreters for the deaf and hard-of-hearing in educational settings are often inferior to those offered in other domains, such as medical or judicial settings, Seal (communication sciences and disorders, James Madison U.) cautions that education interpreting pr


Table of Contents

All Chapters conclude with "References."
Preface
Acknowledgments
1 Educational Interpreting
Interpreting and Inclusion
The Scope of Practice for Educational Interpreters
Current Practices
The Audience and Contents of This Book
Time for a Change
How to Read the Chapters for Maximum Learning
2 Best Practices in the Administration of Educational Interpreting Services
Question 1 Who is Responsible for Administering Educational Interpreting Services?
Question 2 What is Involved in the Position Description for an Educational Interpreting Services Provider?
Question 3 What is Involved in the Contract for an Educational Interpreter?
Question 4 What is Involved in the Policy Statement or Policy Manual for Educational Interpreting Services?
Question 5 How Should the Interpreter be Evaluated?
Question 6 What Are the Best Practices for Handling Difficult Administrative Situations?
Summary
3 Best Practices in Educational Interpreting in the Primary Grade Setting
Question 1 What is Expected of the Educational Interpreter in the Primary Grades?
Question 2 What is the Interpreter's Role in Working with an Educational Team?
Question 3 Are there Problems with Confidentiality When the Interpreter is Expected to Share Information About the Student with Others?
Question 4 What Should the Interpreter do During Free Play and Other Activities That Are Designed to Promote Social Interaction?
Question 5 Should the Interpreter be Expected to Teach Sign Language (or Cued Speech or Fingerspelling) to Other Students and Adults?
Question 6 What is the Interpreter's Role During Story Reading?
Question 7 What is the Role of Fingerspelling in a Primary Educational Setting?
Question 8 Should Signs be Invented in the Preschool and Primary Setting?
Question 9 What Are the Best Practices in Handling Difficult Interpreting Situations in Preschool and Primary Settings?
Summary
4 Best Practices in Interpreting in the Elementary- and Middle-School Setting
Question 1 What is Expected of the Educational Interpreter in Elementary- and Middle-School Settings?
Question 2 How Should the Interpreter Deal with Textbook Language in the Curriculum?
Question 3 What is the Interpreter's Responsibility with other Curriculum Situations that Are Not Textbook Bound?
Question 4 What About Interpreting for Fieldtrips, Assemblies, Musicals, and Other Special Learning Experiences?
Question 5 What is the Interpreter's Role in Interpreting Tests?
Question 6 What is the Role of the Interpreter with Students who Present a Mixed Communication Profile?
Question 7 What is the Interpreter's Role in Teaching the Deaf or Hard-of-Hearing Student to Become an Effective Consumer of Interpreting Services?
Question 8 What Are the Best Practices for Handling Difficult Interpreting Situations in Elementary- and Middle-School Settings?
Summary
5 Best Practices in Interpreting in High School and Vocational Settings
Question 1 What is Expected of Interpreters in Secondary Educational Settings?
Question 2 How Does Curriculum Differentiation Affect the Interpreter?
Question 3 What is Different About Interpreting in Vocational Settings?
Question 4 How Does Scheduling Affect Secondary Interpreters?
Question 5 What Other Curriculum Issues Present Extraordinary Challenges to Educational Interpreters in Secondary Settings?
Question 6 What Is the Interpreter's Role Regarding Consumerism in the Educational Program?
Question 7 What Are the Best Practices for These Difficult Situations?
Summary
6 Best Practices in Interpreting in Higher Education Settings
Question 1 What Can Educational Interpreters Expect in Higher Education Settings?
Question 2 What Can the Interpreter Expect Regarding Curriculum?
Question 3 What Happens When the Interpreter Cannot Visualize the Information, When There's a Breakdown, or a Miscue, or an Error?
Question 4 What About Interpreting in Graduate School?
Question 5 What Obligations do Educational Interpreters Have for Their Own Life-Long Learning?
Question 6 What Are the Best Practices for These Difficult Cases?
Summary
7 Educational Interpreting Research
Question 1 Why is Research on Educational Interpreting Important?
Question 2 What Research Has Been Done to Date on Educational Interpreting?
Question 3 What Research Questions Remain to be Asked?
Summary
Appendix
Code of Ethics of The Registry of Interpreters for the Deaf, Inc
Explanation of the National Registry of Certified Interpreters and Transliterators Certificates
The RID Certification Maintenance Program
The TECUnit Cued Speed Transliterator Code of conduct, Fleetwood and Metzger
Cued Speech Transliterator Assessments
Evaluating Educational Interpreters Using Classroom Performance, Shick and Williams (1994)
NIOSH Evaluates Musculoskeletal Disorders, Sweeney, Peterson, and O'Neill (1995)
If I Had It to Do Over Again . . ., Hayes (1995)
The Professional Development Endorsement System for Educational Interpreting Sign Language, Oral or Cued Speech, National Interpreter Education Project, Northwestern Connecticut Community College
The Professional Development Endorsement System for Educational Interpreting Deaf Students with Disabilities, National Interpreter Education Project, Northwestern Connecticut Community College
Advertisement for a Staff Interpreter in a University Setting, Taken from the Internet (May 1996)
Index

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