Contents
EIPA Information
EIPA Practice
​
*Linked to a Powerpoint which opens in a new window. May take a moment to load.
Glossary
Hall, CM. “EIPA Preparation How to Rock This Performance Assessment.” Slideplayer.com, Western Region Interpreter Education Center Western Oregon University, slideplayer.com/slide/4882899/.
The Role of the Educational Interpreter
Guynes, Kristen; Griffin-Shirley, Nora; and Brown, Donna () "Content Development of the Educational
Interpreter Roles and Responsibilities Guiding Checklist," Journal of Interpretation: Vol. 28 : Iss. 1 , Article
4.
Louisiana Department of Education, Louisiana Department of Education. “Inverted Pyramid of Responsibility.” "HandBook for Personnel Serving Students Who Are Deaf or Hard of Hearing; Louisiana Department of Education", Louisiana Department of Education, 1 June 2001, www.yumpu.com/en/document/view/37634534/handbook-for-personnel-serving-students-who-are-deaf-or-hard-of-?scrlybrkr=840afa56.
The image on the left shows the levels of responsibility of interpreters and students in progression from elementary school to high school. As the student starts out in elementary school, they may not know how to access an interpreter, they likely will still be learning ASL, they may have concurring conditions which requires extra support and they may be new to school and therefore need additional supports to navigate school and hearing cultural norms. Many of these additional supports will often come from an interpreter in addition to the interpreter filling their communication facilitator role. The interpreter will, often times, function as a language model and tutor as well. The level of supports and additional functions of an interpreter typically will decrease as the student progresses which means the interpreter will function in a more limited capacity as a communication facilitator. Typically a middle school student will need less additional supports than an elementary student.
ASL Comprehension
Videos
​
Read the questions first then watch the videos and answer the questions. Feel free to pause to write your answers but try not to rewind and re-watch the video on the first time around.
Video Questions
​
You may want to download the questions or you may write your answers on another sheet.
ASL Comprehension
ASL Comprehension
ASL Comprehension
ASL Comprehension
Interpreter Competencies
Unknown, Unknown. “A HISTORY OF DEAF RIGHTS, CULTURE, AND LANGUAGE.” Independent Lens, Pbs.org, 2015, www.pbs.org/independentlens/content/deaf-jam_timeline-html/.
Interpreters and Cultural Competencies
Multiculturalism
Interpreting
Misc.
-
Idiomatic Language
Interpreters and Education
Learning Theory
Classroom Management Techniques
While it is not the interpreter's role to manage the classroom, there are times when interpreters are put into scenarios where that expectation or responsibility is thrust upon them. This is a bit of literature to equip the interpreter who winds up in such a situation.
Kaliska, Patricia. “A COMPREHENSIVE STUDY IDENTIFYING THE MOST EFFECTIVE CLASSROOM MANAGEMENT TECHNIQUES AND PRACTICES.” University of Wisconsin, 2002.
Interpreter Processing Models
Individualized Education Plan (IEP)
Individual Family Support Plan (IFSP)
For School-aged Children
For Children Birth to Preschool
Glossary of Educational Terminology for Deaf/Hard of Hearing Students:
504 Also known as Section 504, this is a federal law passed to protect students with disabilities in programs that receive federal funding.[excerpt] "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
A.D.A. Americans with Disabilities Act. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. This law also sets provisions for accommodations however, the language found in the accommodations is somewhat ambiguous as it states "reasonable accommodations" need to be made but the term "reasonable" is somewhat open to interpretation.
​
​
BICS/CALP Basic Interpersonal Communicative Skills. "BICS refers to conversational fluency in a language..." Cognitive Academic Language Proficiency. "CALP refers to students’ ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school."
​
​
Early Intervention E.I./E.C.S.E. "Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:
-
physical (reaching, rolling, crawling, and walking);
-
cognitive (thinking, learning, solving problems);
-
communication (talking, listening, understanding);
-
social/emotional (playing, feeling secure and happy); and
-
self-help (eating, dressing)."
​
​
F.A.P.E. Free and Appropriate Public Education for all students. This is included in Section 504 and I.D.E.A. which prohibits discrimination against students with disabilities and allows for all students with disabilities to access a free and appropriate public education. "Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of non[-]disabled students are met."
​
​
H.I.P.A.A. "The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that required the creation of national standards to protect sensitive patient health information from being disclosed without the patient’s consent or knowledge."
​
​
I.D.E.A. Individuals with Disabilities Education Act. "The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B."
​
​
I.E.P. "The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services." In this plan are documented services/accommodations for the student, documented assessments and diagnoses, goals the student will work on, reports on the students present levels of functioning and achievement and any other necessary documentation related to the student's educational plan.
​
​
I.F.S.P. Individualized Family Service Plan. Similar to an IEP but focuses on family needs in addition to student needs."The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services." "An IFSP is a document or written plan. The term “IFSP” also refers to the process of determining what services a young child with developmental delays or disabilities needs. It uses an “interagency” approach by involving representatives of several agencies (usually education, health, and human services) and other resources that can help the child and family. This process provides an opportunity for sharing between families and staff so that families can make informed choices about the early intervention services they want for their child and themselves."
​
​
L.R.E. "Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec. 300.114.]"
​
Office for Civil Rights. “Protecting Students With Disabilities.” Home, Office of Civil Rights, 10 Jan. 2020, www2.ed.gov/about/offices/list/ocr/504faq.html.
​
Cummins, Jim. “BICS and CALP: Clarifying the Distinction.” ERIC, 1999, eric.ed.gov/?id=ED438551.
​
Center for Disease Control and Prevention. “What Is ‘Early Intervention’?” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 9 Dec. 2019, www.cdc.gov/ncbddd/actearly/parents/states.html#:~:text=Is%20the%20term%20used%20to,of%20the%20child%20and%20family.
​
“About IDEA.” Individuals with Disabilities Education Act, 24 Nov. 2020, sites.ed.gov/idea/about-idea/.
​
“What Is the Difference between an IEP and a 504 Plan?” What Is the Difference between an IEP and a 504 Plan? | AccessComputing, www.washington.edu/accesscomputing/what-difference-between-iep-and-504-plan#:~:text=The%20Individualized%20Educational%20Plan%20(IEP,specialized%20instruction%20and%20related%20services.
​
Pacer Center. “What Is the Difference between an IFSP and an IEP?” Pacer Center Champions for Children with Disabilities, Pacer Center, 2011, www.pacer.org/parent/php/PHP-c59.pdf.
​
“Information of Least Restrictive Environment.” Mountain Union Area School District.
​
“Health Insurance Portability and Accountability Act of 1996 (HIPAA).” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 14 Sept. 2018, www.cdc.gov/phlp/publications/topic/hipaa.html.
Visual Mapping
Choose a text to watch and then choose an element of that text to map out on paper. This can be something the signer describes like a setting, a person or anything else that is described in the text. Remember mapping isn't just drawing a picture but you can map the story line as well as create a visual/drawn recreation.
Translation
In this section you will work on translating texts into written English. As you watch the text, type up your translation pausing when necessary. Once you have a translation in written English, record yourself retelling the text in ASL basing your retelling on your written/typed translation only. Once you have your recorded retelling, back-translate it into spoken English (voice your ASL work into spoken English but do not deviate from what you see or fill in any missing information. The goal is to voice exactly what you see and not repair or alter the message as you might when interpreting).
Translation
Translation
Translation
Consecutive Interpreting
For the following practices you will engage in Consecutive Interpreting which may feel a bit unusual as you follow the steps. This is normal. As with any new skill you introduce into your work, it takes consistent and devoted practice to successfully incorporate and utilize the skill. Here are the following recommended steps for how to practice this method of interpreting.
​
-
Choose a text
-
Choose a length of time that you will play the video before pausing, e.g. 35 seconds.
-
Watch the video for that amount of time and take notes.
-
Pause the video after the allotted time and look over your notes. Fill in any gaps, add to your notes, organize your thoughts, etc.
-
Using your notes and taking your time, record yourself rendering your interpretation.
-
Repeat steps 1-5 but change the amount of time until you find a time frame that works for you. Once you have done this, practice lengthening the amount of time you take in information. This will help you to increase processing time and gives you practice manipulating your process to work for you.
Consecutive Eng.
Fingerspelling and Classifiers
Interpreting Historical Timeline
Stringham, Doug. “Timeline of Interpreting and Sign Language Interpreting.” Utah Valley University, 2006.
Glossary of Interpreting Terms
Audism: Discrimination or prejudice against a person who is D/deaf or Hard of Hearing. Any actions,thoughts, attitudes or ideologies that oppress members of the D/deaf or Hard of Hearing Communities.
CASE: Conceptually Accurate Signed English
CI/CT: Certificate of Interpretation/Certificate of Transliteration
Classifiers: Classifiers are signs that are used to represent general categories or "classes" of things. They can be used to describe the size and shape of an object (or person). They can be used to represent the object itself, or the way the object moves or relates to other objects (or people). Another definition is: "A set of handshapes that represent classes of things that share similar characteristics."*
Cohesion: Grammatical and lexical linking within a text/utterance that ties the text/utterance together and gives it clear meaning.
Consecutive Interpreting: Interpreting a message in organized chunks utilizing notes to keep track of the message. This is often characterized by a speaker making an utterance and then remaining silent while the interpreter interprets the message into the target language though that isn't always the case.
Constructed Action/Dialogue: This is when the signer takes on the role of a subject and performs the action or dialogue of the subject rather than reporting what was said or done. The signer does the action or says the utterances from the perspective of being the subject.
D/deaf: (D) a way of identifying oneself as a part of the Deaf community which incorporates the cultural identity, pride in one's belonging and identity. (d) is a way of identifying oneself as a person with a clinical hearing loss and not a part of a larger community.
Gloss: Writing form in which the general or most common English word is used to represent an ASL sign. For example, the sign for, "How are you?" could be glossed as "HOW+YOU".
ITP/IPP: Interpreter Training Program/Interpreter Preparation Program
MCE: Manually Coded English
NAD: National Association of the Deaf
NAOBI: National Association of Black Interpreters
NMM: Non-Manual Markers
Processing Time: Also called "Lag" or "Decalage". This is the time an interpreter has from when the speaker starts speaking to when the interpreter begins interpreting.
Prosody: The "how the message is conveyed". This can mean the tone, affect, mood, pace, stress, pauses, etc.
PSE: Pidgin Signed English (now known as Contact Variety). Signing that tends to follow English order with ASL signs.
RID: Registry of Interpreters for the Deaf
Rochester Method: A signing system which uses fingerspelling as the sole mode of expression.
Role Shifting: a change in direction of eyegaze and body orientation to indicate different speaker's thoughts, actions or utterances, turn-taking, dialogue between various participants, etc.
SEE 1: Seeing Essential English
SEE 2: Signing Exact English
Sentence Boundaries: Linguistic markers used to indicate the completion of a thought or sentence. Examples could be dropping of hands, head nods, pauses, etc.
SimCom: Signing PSE or Signed English while voicing simultaneously
Simultaneous Interpreting: Interpreting in real time while the speaker is speaking.
Source Language: The original language of the text, speaker/source.
Support Service Provider: (SSP) also known as a sighted guide. A person who provides guiding, interpreting and informational services to Deaf Blind Individuals in the preferred modality. The SSP provides access for the Deaf Blind Individual to their environment which includes details seen, felt and heard.
Tactile Signing/Fingerspelling: A form of signing in which the communicators access the message by touch. This involves many forms of communicating such as tracking, Hand(s)-Over-Hand(s), Feedback on various parts of the body, etc.
Target Language: The language into which the interpreter is working.
Translation: The act of translating a visual/written text into another written form.
Transliterate: Working from spoken English to Signed English
VRI: Video Remote Interpreting. Interpreting virtually from an off-site location.
VRS: Video Relay Service. Video Phone calling service which connects callers to each other through an interpreter.
*Vicars, Bill. “American Sign Language Grammar.” American Sign Language (ASL), www.lifeprint.com/asl101/pages-layout/grammar.htm.