Educational Interpreter: Facilitating Communication for Students with Hearing Loss

1. The Educational Sign Language Interpreter Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

2. Who is an Educational Interpreter? A certificated professional trained to facilitate communication between a student who is deaf or hard of hearing, the hearing staff member and students.

3. What Qualifications Are Required of an Educational Interpreter? Degree from interpreter programand 3.5 EIPA score

4. The Role of the Interpreter • to facilitate communication • to voice signed responses of the deaf child • to provide the deaf child access to ALL auditory information

5. Sign Language Interpreters are Members of the Educational Team Interpreters may clarify information for the student who is deaf by rephrasing or repeating . Interpreters are not teachers – and teachers are not interpreters.

6. Group and Classroom Dynamics • adjustment for classroom teacher • adjustment for students

7. Frequently Asked Questions • What should the teacher do if the student is not watching the interpreter or teacher? • Is the interpreter a disciplinarian for the deaf children?

8. If I understand the deaf child’s speech and he or she understands me when I talk – is an educational interpreter necessary? • Can I communicate directly with the deaf child? • Do deaf children automatically know how to use an interpreter? • Why am I talking but the interpreter is not signing? • Is the interpreter signing everything I say?

9. Interpreter Frequently Asked Questions What do I do if I need to go to the bathroom or the student goes to the bathroom? Do I walk with the students to each class? Do I sit with the student at lunch? Do I sign side conversations? What do I do it other students are speaking out in class? Do I sign what they say? In what situation do I voice what is being said? If the deaf student (or other students) engage me in conversation, is it okay to chat with them?

10. Inverted Pyramid of Responsibility* Interpreter Elementary Middle Secondary Student *From HandBook for Personnel Serving Students Who Are Deaf or Hard of Hearing; Louisiana Department of Education

11. Classroom Environment: preferential seating away from noise sources full view of the class Educational Interpreter board Students with hearing loss Key: students interpreter

12. Classroom with rows and small group instruction Small group work Teacher’s desk board Students with hearing loss Key: students teacher interpreters

13. Classroom designed for students with hearing loss window Educational Interpreter Teacher’s desk Teacher ActiveBoard Students with hearing loss Key: students teacher interpreter

14. Classroom for Students with Special needs Small group instruction window Teacher’s desk board Key: Students with hearing loss students teachers interpreter paraprofessional

15. Key: Students with hearing loss students teacher interpreter paraprofessionals Circle or music time window Teacher’s desk board

16. computer class Key: teacher interpreter

17. How to use an interpreter Relax. Talk at your normal speed; the interpreter will be several words behind you. Allow the Deaf or hard of hearing student to work with you and the interpreter to find the best location for the interpreter. It is important for all involved to have a clear line of sight for the speaker, interpreter and Deaf student. Avoid locating the interpreter in front of a bright light or window. Glare and shadows make lip movements and sign language difficult to see. Speak directly to the Deaf or hard of hearing student. There is no need to ask the interpreter to tell something to the Deaf or hard of hearing student. In other words, speak as you would to any individual and leave the rest to the interpreter. The interpreter is not responsible, nor keeps tabs on the student’s progress in class. Please address any academic concerns with the student directly. Throughout the class interpreters are working to convey information, and therefore it is important not include the interpreter in the classroom activities or small group discussions. Also, during class lectures, do not solicit opinions or responses from the interpreter. Depending on the course content and length of class, two interpreters may be assigned to one student. The team of interpreters works closely together and provides clarification and missed information when necessary. Interpreters will switch at convenient times during in class lecture.

18. Team Interpreting Team interpreting refers to the practice of using two or more interpreters who rotate every 30-40 minutes and provide simultaneous or consecutive interpretation for one or more individuals with hearing loss. The interpreter engaged in delivering the interpretation at any given moment is called the active interpreter. His or her job is to interpret the information truly and accurately. The other interpreter is called the support interpreter. This interpreter will help with active interpreter if information is missed.

19. What to clarify with your team • What signals will you use for the assignment? • Who will slow down or stop the speaker/signer, and how, if necessary? • How will we signal the deaf consumer to let them know we have switched voice interpreters? • What signals will each interpreter use to request a feed? • When will turn-taking occur? • How will we switch? • How will we signal each other if we want the team member to take over prior to the agreed-upon time frame? • Who will be responsible for timekeeping?

20. Helpful hints when using interpreters Remember they are there to facilitate communication not to run errands etc. Use captioned materials Place interpreter in proper location Consider classroom arrangement Provide notes for deaf/hh students Speak directly to the student Spell out technical words Speak at a reasonable pace. Schedule lecture breaks. Postpone lecture if the interpreter is not present (bathroom etc.)

21. Teacher Do’s and Don’ts Do: • Research how to interact with a deaf person • Provide the interpreter with as much info as possible • Use the interpreter to engage the deaf student in conversations • Address the deaf person directly • Talk clearly so the interpreter can communicate it. • Have the interpreter sit/stand by the person talking • Be patient when working with a deaf student. • Maintain eye contact with deaf student

22. Don’ts • Leave out important details (teachers and interpreter) • Direct comments to the interpreter/stare at interpreter when commenting • Say “tell him/her” • Befriend the interpreter • Seat the interpreter next to the deaf individual • Mumble, shout or over-enunciate words • Make up signs to sign to the deaf individual • Talk really fast • Turn your back while giving directions (some deaf people rely on lipreading)

23. Videos • https://youtu.be/1cqv84ywBSE • https://youtu.be/jyvaSwwhiyI • https://youtu.be/qcH_tLuRLtE • https://youtu.be/39cHeWzxuqU • https://youtu.be/j65pr0TSIxM?list=PLgpOxgtRNIfKneP3O_mk1fuiNEHeF_Q0V • http://www.tsdvideo.org/ • https://wiki.rit.edu/display/sciencelexicon/Science+Signs+Lexicon • Aslpro.com (religious signs)