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1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss [email protected]

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Page 1: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Wendy EufemiaRegional Consultant for the Hearing ImpairedPartnerships for Children with Hearing [email protected]

Page 2: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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A certificated professional trained to facilitate communication between a student who is deaf or hard of hearing, the hearing staff

member and students.

Page 3: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Currently three types of certification in New Jersey1. Standard certification

(required by September 2009)

2. Emergency Certification(required as of September 1, 2005)

3. Substitute Certification(required as of May 1, 2006)

Page 4: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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a minimum score of 3.0 on the Educational Interpreter Performance Assessment (EIPA)

an associates degree (or higher)

or RID or NAD certification

15 credits of specialized coursework

Standard Certification Requirements

Page 5: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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a minimum of 3.0 on the performance assessmenta high school diploma/GED or higher

Emergency Certification Requirements

a minimum of 3.0 on the performance assessment

a high school diploma/GED or higher

Substitute Certification Requirements

Page 6: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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To maintain certification the educational interpreter must complete 100 hours of professional development every five years

Page 7: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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to facilitate communication

to voice signed responses of the deaf child

to provide the deaf child access to all auditory information

Page 8: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Interpreters may clarify information for the student who is deaf by rephrasing or repeating .Interpreters are not teachers – and teachers are not interpreters.

Caution: If the child needs continuous clarification, the IEP team needs to be informed.

Page 9: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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adjustment for classroom teacher

adjustment for students

Page 10: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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What should the teacher do if the student is not watching the interpreter or teacher?

Frequently Asked Questions

Is the interpreter a disciplinarian for the deaf children?

Page 11: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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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?

Page 12: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Interpreter

Student

Elementary

Middle

Secondary

Inverted Pyramid of Responsibility*

*From HandBook for Personnel Serving Students Who Are Deaf or Hard of Hearing; Louisiana Department of Education

Page 13: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Classroom Environment: preferential seatingaway from noise sourcesfull view of the class

Educational Interpreter

Key:

studentsStudents with hearing loss interpreter

board

Page 14: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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board

Teach

er’s

desk

Teach

er’s

desk

Classroom with rows andsmall group instruction

Small group work

Key:

studentsStudents with hearing loss

teacher interpreters

Page 15: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Classroom designed for students with hearing loss

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ActiveBoard

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Educational InterpreterTeacher

Key:

studentsStudents with hearing loss

teacher interpreter

Page 16: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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win

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Teach

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desk

Teach

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desk

board

paraprofessionalKey:

students Students with hearing loss

teachers interpreter

Classroom for Students with Special needs Small group instruction

Page 17: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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win

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Teac

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board

paraprofessionalsKey:

students Students with hearing loss

teacher interpreter

Circle or music time

Page 18: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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computer class

Key:

teacher interpreter

Page 19: 1 Wendy Eufemia Regional Consultant for the Hearing Impaired Partnerships for Children with Hearing Loss wendy_eufemia@mksd.state.nj.us

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Questions?

Thank You