Colorado Interpreters In Education

As our schools are becoming increasingly diverse, professionals are working more with families who speak languages different from their own. When working with families who speak a native language it is important that they are able to understand what is being said during an IEP meeting, which often requires an interpreter. Members of the IEP team should make sure “…that the family and the interpreter are speaking the same language…but the skills and experiences of the interpreters are equally essential” (Lo, 2012, p. 17). Many interpreters may not be familiar with certain terms used in special education, which was the case in Lo’s (2008) study on Chinese families’ involvement in the IEP process, and should collaborate with the special education teacher to become familiar with these terms. Often, inaccurate interpretations can cause misunderstandings between schools and families, which can hinder

They conclude that this relation has to do with the Code of Professional Conduct established by the Registry of Interpreters for the Deaf. After some consideration, I agree with this idea. The CPC and demand-control schema relate to each other both positively and negatively. Positively the DC-S relates to the CPC by helping to analyze the tenets within our control as interpreters. For example the tenet 2.0 Professionalism under the illustrative behavior 2.4, “Request support (e.g., certified deaf interpreters, team members, language facilitator) when needed to fully convey the message or to address exceptional communication challenges (e.g. cognitive disabilities, foreign sign language, emerging language ability, or lack of formal instruction or language).” This relates to the decision latitude. As stated in the article, “refers to the degree to which the individual has the power to act upon the demands presented by the job” (pg.2). The DC-S decision latitude relates to the CPC by way of accessing resources available to reduce occupational stress. If an interpreter needs additional assistance and support to convey the message, the CPC states to request

Upon completion of the research for this paper, I am able to see how comprehension is embedded throughout all of the ELA standards of Common Core. The importance of teaching students in a way in which they are exposed to all components of reading, and in a way which offers the potential to teach students at all present levels was made clearer. Through the reading of this week’s sources, I see now how the

The primary goal of any school district’s English Language Learner policy should be to ensure that all students receive equitable access to the curriculum. The Office of Civil Rights memorandum (May 25, 1970) requires school districts to take affirmative steps to provide equal access to instructional program for students with limited English proficiency. The Illinois Constitution guarantees every child from kindergarten through grade 12, access to a free public education; which means, regardless of a child’s home language, he/she deserves a free and appropriate education (Illinois State Board of Education, 1998).

The first article, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing by Cawthon & WurtzBest (2010), is a regression study aimed to explore whether student characteristics, teacher perspectives, and contextual factors predict accommodations use with students who are deaf or hard of hearing (Cawthon & WurtzBest, 2010). The article is very relevant to special education assessment because it discussed implications for assessment policies and practices with students who are deaf or hard of hearing, particularly during an era of accountability reform (NCLB accountability).

In order for me to demonstrate understanding of this standard, I must consider the impact of the family and community on student learning, contribute to the overall development and improvement of the school, and work with other educators to share knowledge and improve practice. My artifact contributes to school initiatives, projects, and organizations teaching me how to teach and reach my ESL students through different strategies. The ESO training was beneficial for me to gain a deeper understanding of how important communication is when teaching others. I learned it is important to my lessons to include group work instead of individual work (and vice versa), evaluate students' performance on a test to decide whether to reteach the concept or move on to a new one. It is very important to collaborate with other teachers sharing fresh ideas and exchanging a variety of strategies to help relief the stress of math problems. The ESO training used everyday problems to solve math problems. Because we use math in our everyday life it is essential for me to keep my parents informed through emails and phone

Common Core State Standards define expectations for students in four strands under English Language Arts: reading, writing, speaking and listening, and language. The goal is that all students will demonstrate mastery in these areas as they become college or career ready. Further, the Common Core highlights the capacities of the literate individual. In the world of special education, too many students in high school struggle with literacy. There are Intensive Reading Clinic courses available to students with mild to moderate disabilities in Long Beach Unified School district. Of the various curriculums used in these classes, the LindaMood Bell Visualizing and Verbalizing program has gotten positive feedback from students and teachers.

* I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom environment for many years. Therefore, it’s essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy assessments to identify potential barriers to learning and remove them as far as possible.

This course has really enlightened my view of being able to learn the value of linguistic and cultural diversity and the influential learning opportunities it gives today’s classrooms and schools. We as teacher educators were allowed to examine our attitudes, beliefs, and preferences regarding linguistically and culturally diverse students, families, and communities and learn methods for working together to confirm high levels of learning for all students. Also, strategies for guaranteeing

In this internship activity, I first researched Chapter 89 the Adaptations for Special Populations, Subchapter BB. I reviewed the policies as required in the Texas Education Code, Chapter 29, Subchapter B that ensures equal educational opportunities for every student in the state who has a home language other than English and who is identified as an English language learner. It is important to know the requirements and competencies for this program. I also became aware of the exceptions and waivers a district must submit a waiver for if it is unable to provide and bilingual education or English as a second language program. Once understanding the criteria and program design, I attended and observed an Language Proficiency Assessment Committee (LPAC) meeting where each student’s level of proficiency as discussed and educational goals were put in place for each student to master English language skills across all content areas.

Stephen Krashen is extremely qualified to write an article on education, the CCSS, and how it affects Librarians and Language Arts. “He is an expert in the field of linguistics, specializing in theories of language acquisition and development. His research has focused on non-English and bilingual language acquisition and reading and its effects on language acquisition and academic success. (http://nepc.colorado.edu/author/krashen-stephen) He has written several books on Language, you can find a list of them on his website, http://www.sdkrashen.com. Understanding the time he has spent with language and education makes Krashen a reliable source of information regarding the Language Art portions of the Common Core State Standards.

Stephen Krashen is extremely qualified to write an article on education, the CCSS, and how it affects Librarians and Language Arts. “He is an expert in the field of linguistics, specializing in theories of language acquisition and development. His research has focused on non-English and bilingual language acquisition and reading and its effects on language acquisition and academic success. (http://nepc.colorado.edu/author/krashen-stephen) He has written several books on Language, you can find a list of them on his website, http://www.sdkrashen.com. Understanding the time he has spent with language and education makes Krashen a reliable source of information regarding the Language Art portions of the Common Core State

As aforementioned, AAVE is the most prevalent native English vernacular in America. Consequently, educators often encounter AAVE speakers and writers in their classrooms. Educators must inform students that their home language is not Standard American English and create effective classroom methods to educate non-native SAE speakers. Faced with these constant occurrences, the Conference on College Composition and Communication (CCCC) issued a statement on students’ rights to their own language. The resolution states:

The article “Relations Between the CCSS and RTI in Literacy and Language” begins with explaining that there is decline in learning literacy and literacy knowledge in students. Response to Intervention (RTI) and Common Core State Standards for English Language Arts (CCSS-EL) are considered the solution to the literacy problem (Wixson, 2012). The authors of the article go in to great detail to explain RTI and CCSS and there collaboration in the process of improving literacy and language.

The article talks about why Deaf students’ teachers should be a C.O.D.A or be Deaf. A C.O.D.A or child of a Deaf adult is someone who grew up with one or both parents being Deaf and is a hearing person. Deaf/hard of hearing students being taught by a Deaf/C.O.D.A teacher is important because when teaching Deaf students, a language model is needed. Without a language model who would the students have to look up to for help not only with ASL but with