Preface

Acknowledgments

1 Educational Interpreting: An Introduction

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

References

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?

The Case of the Nonattending Student

The Case of the Too-Friendly Interpreter

The No-One-But-the-Mother-Can-Do-It Case

The Extracurricular Activities Case

The Case of the Disgruntled Parents

The Case of Evaluating the Interpreter

The Case of Equal Access to the Handouts

Summary

References

3 Best Practices in Educational Interpretering in the Primary Grades 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 educational 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 for handling difficult interpreting situations in preschool and primary settings?

The Case of the Positioned Interpreter

The Case of the Sick Child

The Case of the Brer Rabbit Stories

The Case of the Aggressive Student

The Case of the Parent Conference

The Case of the Phone Call

Summary

References

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?

The Case of the Difficult Teacher

The Case of the "Redneck" Jokes

The Case of Weekly Religious Education

The Case of the Locker Room

The Case of the Persistent Phone Caller

The Case of Mocking

Summary

References

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?

The Case of the Knife

The Case of Driver's Education

The Case of the Student Teacher

The Case of the Resource Teacher

The Case of the Grandmother

The Case of the Vocational Test

Summary

References

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 is a breakdown, or a miscue, or an error?

Question 4: What about interpreting in graduate school?

Interview with Steve Nover on His Use of Interpreters

Interview with Bonnie Poitras Tucker on Her Use of Oral Interpreters

Interview with Donna Panko About Interpreting in a Doctoral Program

Question 5: What obligations do educational interpreters have for their own lifelong learning?

Question 6: What are the best practices for these difficult cases?

The Case of Group Work

The Case of Interpreters Teaming with Interpreters

The Case of the Sleeping Student

The Case of the Raise

Summary

References

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?

Category 1: The current status of and consequential need for educational interpreters

Category 2: Evaluation of interpreters engaged in interpreting

Category 3: Interpretreting in postsecondary educational settings

Category 4: Other research

Question 3: What research questions remain to be asked?

Summary

References

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, Schick 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