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| Preface | |
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| Acknowledgments | |
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| Educational Interpreting: An Introduction | |
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| Interpreting and Inclusion | |
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| The Scope of Practice for Educational Interpreters | |
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| Current Practices | |
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| The Audience and Contents of this Book | |
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| Time for a Change | |
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| How to Read the Chapters for Maximum Learning | |
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| References | |
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| Best Practices in the Administration of Educational Interpreting Services | |
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| Who is responsible for administering educational interpreting services? | |
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| What is involved in the position description for an educational interpreter? | |
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| What is involved in the contract for an educational interpreter? | |
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| What is involved in the policy manual or guidelines for educational interpreting services? | |
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| How should the interpreter be evaluated? | |
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| What are the best practices for handling difficult administrative situations? | |
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| The Case of the Nonattending Student | |
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| The Case of the New Cochlear Implant | |
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| The Case of the Moving Family | |
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| The Case of the Disgruntled Parents | |
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| The Case of Evaluting the Interpreter | |
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| The Case of Equal Access to the Handouts | |
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| The Case of Changing Technologies | |
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| Summary | |
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| References | |
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| Best Practices in Educational Interpreting in the Primary Grades Setting | |
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| What is expected of the educational interpreter in the primary grades? | |
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| What is the interpreter's role in working with an educational team? | |
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| Are there problems with confidentiality when the interpreter is expected to share information about the student with others? | |
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| What should the interpreter do during free play and other activities that are designed to promote social interaction? | |
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| Should the educational interpreter be expected to teach sign language (or cued speech or fingerspelling) to other students and adults? | |
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| What is the interpreter's role during story reading? | |
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| What is the role of fingerspelling in a primary educational setting? | |
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| Should signs be invented in the preschool and primary setting? | |
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| Should interpreters use their perspective or their student's perspective when interpreting number lines, calendars, and other spatial propositions? | |
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| What are the best practices for handling difficult interpreting situations in preschool and primary settings? | |
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| The Case of the Positioned Interpreter | |
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| The Case of the Inattentive Child | |
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| The Case of the Brer Rabbit Stories | |
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| The Case of the Aggressive Student | |
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| The Case of the Parent Conference | |
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| The Case of the Phone Call | |
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| Summary | |
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| References | |
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| Best Practices in Interpreting in the Elementary- and Middle-School Setting | |
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| What is expected of the educational interpreter in elementary- and middle-school settings? | |
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| How should the interpreter deal with textbook language in the curriculum? | |
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| What is the interpreter's responsibility with other curriculum situations that are not textbook bound? | |
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| What about interpreting for field trips, assemblies, musicals, and other special learning experiences? | |
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| What is the interpreter's role in interpreting tests? | |
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| What is the role of the interpreter with students who present with a mixed communication profile? | |
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| What is the interpreter's role in teaching the deaf or hard-of-hearing student to become an effective consumer of interpreting services? | |
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| What are the best practices for handling difficult interpreting situations in elementary- and middle-school settings? | |
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| The Case of the Difficult Teacher | |
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| The Case of the "Redneck" Jokes | |
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| The Case of Weekly Religious Education | |
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| The Case of the Locker Room | |
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| The Case of Cheating | |
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| The Case of Mocking | |
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| Summary | |
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| References | |
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| Best Practices in Interpreting in High School and Vocational Settings | |
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| What is expected of interpreters in secondary educational settings? | |
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| How does curriculum differentiation affect the interpreter? | |
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| What is different about interpreting in vocational and laboratory settings? | |
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| How does technology affect interpreting? | |
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| What about interpreting in transition programs for secondary students? | |
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| How does scheduling affect secondary-level interpreters? | |
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| What other curriculum issues present extraordinary challenges to educational interpreters in secondary settings? | |
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| What is the interpreter's role regarding consumerism in the educational program? | |
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| What are the best practices for these difficult situations? | |
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| The Case of the Knife | |
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| The Case of Driver Education | |
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| The Case of the Student Teacher | |
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| The Case of the Work Transition Assignment | |
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| The Case of the Grandmother | |
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| The Case of the Vocational Test | |
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| Summary | |
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| References | |
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| Best Practices in Interpreting in Higher Education Settings | |
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| What can educational interpreters expect in higher education settings? | |
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| What can the interpreter expect regarding curriculum? | |
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| What happens when the interpreter cannot visualize the information, when there is a breakdown, or a miscue, or an error? | |
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| What about interpreting in graduate school? | |
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| Interview with Steve Nover on His Use of Interpreters | |
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| Interview with Bonnie Poitras Tucker on Her Use of Oral Interpreters | |
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| Interview with Donna Panko about Interpreting in a Doctoral Program | |
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| What obligations do educational interpreters have for their own lifelong learning? | |
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| What are the best practices for these difficult cases? | |
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| The Case of Group Work | |
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| The Case of Interpreters Teaming with Interpreters | |
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| The Case of the Sleeping Student | |
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| The Case of the New Signing Student | |
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| The Case of the Final Semester Presentations | |
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| Summary | |
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| References | |
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| Educational Interpreting Research | |
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| Why is research on educational interpreting important? | |
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| What research has been done to date on educational interpreting? | |
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| The current status of and consequential need for educational interpreters | |
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| Evaluation of interpreters engaged in interpreting | |
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| Interpreting in postsecondary educational settings | |
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| Other research | |
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| What research questions remain to be asked? | |
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| Summary | |
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| References | |
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| Appendix | |
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| RID Standard Practice Paper | |
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| Code of Ethics of the Registry of Interpreters for the Deaf, Inc. | |
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| The RID Certification Maintenance Program | |
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| Cued Speech Transliterator Assessments | |
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| The TECUnit Cued Speech Transliterator Code of Conduct | |
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| Oral Transliterating Defined | |
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| Evaluating Educational Interpreters Using Classroom Performance | |
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| NIOSH Evaluates Musculoskeletal Disorders | |
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| If I Had It to Do Over Again | |
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| Index | |