STANDARD COMPETENCIES:

 

 I.      Review the trends in history of education of Deaf people and the impact on interpreting.

 II.     Review the history of interpreting and its impact on the educational setting.

 III.    Review the following laws:  Individuals with Disabilities Education Act-IDEA, Americans with Disabilities Act of 1990, Education of the Deaf Act of 1986, Vocational Rehabilitation Act of 1973, Section 504, and Public Law 94-142

 IV.     Discuss the philosophies of mainstreaming and inclusion.

 V.      Identify the members of the IEP staff and analyze the role of the interpreter on the IEP staff.

 VI.     Discuss the components of PEP.

 VII.    Analyze various guidelines specific to the educational setting.

 VIII.   Discuss legal responsibilities.

 IX.     Identify the chain of command in educational systems.

 X       Analyze the issues that arise in interactions with the following:  administration, IEP staff, deaf and hearing students, other staff interpreters, and the interpreting profession

 XI.     Discuss methods for empowering students and fostering independence.

 XII.    Identify curricular and extra-curricular settings.

 XIII.   Analyze the factors that affect the role and responsibilities of the interpreter.

 XIV.    Identify the processes of natural language acquisition and the processes specific to ASL acquisition.

 XV.     Discuss issues related to interpreting:  children with a natural language foundation vs. those without exposure to natural language acquisition processes

 XVI.    Examine cognitive and psychosocial development and the implications for the interpreter.

 XVII.   Describe the educational in serving children with  developmental and/or learning disabilities.

 XVIII.  Describe classroom organization and interaction patterns.

 XIX.    Discuss implications of register for the interpreter.

 XX      Discuss implications of culture for the interpreter.

 XXI.    Analyze student communication based on the following factors:  language/system usage, educational background, onset of deafness/degree of loss, and cultural identity

 XXII.   Assess for specific ASL and/or signed English skills at the following levels:  syntactic usage, semantic development, and expression and reception of signed information as well as recognizing language forms that present challenges for the interpreter in the educational setting.

 XXIII.  Identify types of tutoring and discuss tutorial responsibilities and how interpreters can differentiate their roles for teachers and students.

 XXIV.   Assess which types of tutoring meet the needs of various students and develop a repertoire of tutoring techniques.

 XXV.    Discuss the following variables for tutoring:  when tutoring occurs (during class vs. separate sessions), one-on-one vs. small group sessions, behavior management, tutor-directed vs. student-directed, learning styles, working with the teacher, and development of tutoring materials.

 TOPICAL OUTLINE:

 

 I.      INTRODUCTION:  Historical Overview and Legislation

 II.     MAINSTREAMING AND INCLUSION:  Philosophies and issues regarding mainstreaming and inclusion and Individual Education Plan.

 III.    ROLE AND RESPONSIBILITY:  Code of Ethics, The Team Approach, and Educational Settings

 IV.     CHILD DEVELOPMENT:  Language Acquisition, Theoretical Perspectives, and The Deaf Student with Disabilities.

 V.      LINGUISTIC AND CULTURAL FACTORS:  Discourse Analysis, Communication Assessment, and Interpretability.

 VI.     TUTORING:  Dual/Multiple Role Issues, Types of Tutoring, and Mechanics of Tutoring, and Tutoring Techniques.