ISBN-10:
0205382061
ISBN-13:
9780205382064
Pub. Date:
09/23/2002
Publisher:
Allyn & Bacon, Inc.
New Teachers Performance-Based Guide to Culturally Diverse Classrooms / Edition 1

New Teachers Performance-Based Guide to Culturally Diverse Classrooms / Edition 1

by Timothy R. Blair

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Product Details

ISBN-13: 9780205382064
Publisher: Allyn & Bacon, Inc.
Publication date: 09/23/2002
Edition description: New Edition
Pages: 128
Product dimensions: 6.97(w) x 9.11(h) x 0.30(d)

Table of Contents

Each chapter concludes with “Summary” and “References.”

Preface.


Acknowledgements.


Dedication.


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.


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 New Cochlear Implant.

The Case of the Moving Family.

The Case of the Disgruntled Parents.

The Case of Evaluating the Interpreter.

The Case of Equal Access to the Handouts.

The Case of Changing Technologies.


3. Best Practices in Educational Interpreting 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 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: Should interpreters use their perspective or their student's perspective when interpreting number lines, calendars, and other spatial propositions?

Question 10: What are the best practices in handling difficult interpreting situations in preschool and primary settings?

The Case of the Positioned Interpreter.

The Case of the Inattentive 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.


4. Best Practices in Interpreting in the Elementary- and Middle-School Setting.

Question 1: What is expected of the educational interpreter in the 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 in 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 Cheating.

The Case of Mocking.


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 and laboratory settings?

Question 4: How does technology affect interpreting?

Question 5: What about interpreting in transition programs for secondary students?

Question 6: How does scheduling affect secondary interpreters?

Question 7: What other curriculum issues present extraordinary challenges to interpreters in secondary settings?

Question 8: What is the interpreter's role regarding consumerism in the educational program?

Question 9: What are the best practices for these difficult situations?

The Case of the Knife.

The Case of Driver Education.

The Case of the Student Teacher.

The Case of the Work Transition Assignment.

The Case of the Grandmother.

The Case of the Vocational Test.


6. Interpreting in Higher Education.

Question 1: What can educational interpreters expect in higher educational settings?

Question 2: What can the interpreter expect regarding curriculum?

Question 3: What happens when the interpreter cannot visualize the information, when there's a breakdown, a miscue, or an error?

Question 4: What about interpreting in graduate school?

Interview with Steve Nover, Doctoral Candidate on his Use of Interpreters

Interview with Bonnie Poitras Tucker on Her Use of Oral Interpreters

Interview with Donna About Interpreting in a Doctoral Program

Question 5: What obligations do educational interpreters have for their own life-long 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 New Signing Student.

The Case of the Final Semester Presentations.


7. Research in Educational Interpreting.

Question 1: Why is research in educational interpreting important?

Question 2: What research has occurred to date in educational interpreting?

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

Category 2: Evaluation of interpreters engaged in interpreting.

Category 3: Interpreting in postsecondary educational settings.

Category 4: Other research.

Question 3: What research questions remain to be asked?

Chapter Conclusions.


Appendix.

RID Standard Practice Paper.

Code of Ethics of the Registry of Interpreters for the Deaf, Inc.

The RID Certification Maintenance Program.

Cued Speech Transliterator Assessments.


Index.

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