Child using tactile sign language. Photo courtesy of www.sense.org.uk

Last year, I worked as an interpreter for a young student with CHARGE Syndrome.  While the student was in a program for children with special needs, she was the only student in the school with CHARGE.  CHARGE can cause deafness and blindness, as well as physical and cognitive complications.  In Alex’s case (whose name has been changed), she has cognitive delays (congruent with learners who are deaf-blind), has blurred vision in part of her visual field, balance issues, low musculature, pain from constipation, some repetitive behavioral tendencies, and self-stimulating physicality—similar to those observed in children with autism. These behaviors may include clapping, tooth grinding, and tense jumping.  This job was not what interpreters are trained as in terms of “typical interpreting.” As such, the work constantly generated questions and challenges for me about my role and daily practice.  Like many educational interpreting jobs, issues arose about the meaning of true inclusion, as these issues were all the more heightened by physical disability and neurodiversity.

Neurodiversity is a relatively new term, which serves as a paradigm shift away from viewing autism and other neurological conditions as diseases and disorders. Neurodiversity, like biodiversity, views these conditions as a natural manifestation of variety in the human genome.  Both of these schools of thought bring something to the table, but in an everyday context—especially in a school—I find the concept of neurodiversity to most beneficial.  Neurodiversity brings humanism to the forefront.

For instance, if I had walked into the classroom each day thinking about the negative aspects that CHARGE Syndrome can induce – thinking something like, “I hope Alex doesn’t do xyz bad thing today” – I would already be shaping my view of her and my interactions with her to be negative.  With this in mind, I walked into the classroom each morning looking forward to what Alex might accomplish that day with very solid language access support.  Beyond this positive outlook, however, there are many tactics and approaches that need to happen in order for neurodiverse Deaf and DeafBlind children to succeed.

I have come to believe that it is ethically acceptable and perhaps necessary for the interpreter of a student with neurodiversity to advocate on behalf of her needs, which are different than the needs of a child who is neurotypical.  For instance, if Alex was engaging in a self-soothing behavior, such as grinding her teeth, I would not attempt to stop this behavior, instead, I would acknowledge it aloud to the teacher, saying something like, “it sounds like Alex is grinding her teeth.”  If the teachers were busy or no one provided Alex with her tooth chewy (an oral motor device designed to satisfy physiologic stimulatory need), then I would get it for her.

Alex would need periodic sensory breaks, as she can get physically and psychologically overwhelmed. She would sometimes close her eyes in the middle of an activity or instruction. Because of this, I often needed to remind the assistants and teachers when Alex had not seen my interpretation.  When she would reopen her eyes, she would usually be attentive, with her eye gaze on me. Being aware of the overwhelming physical demands on an individual who is neurodiverse and prepared with strategies to support such a student significantly impacted the flow of our communication interactions.

Sometimes the teacher would say something like, “come on, Alex,” or “open your eyes,” believing that Alex’s behavior meant that she was avoiding work or being lazy.  A few times, one assistant teacher thought that Alex was rolling her eyes in a show of insolence or bad attitude – like a sassy teenager.  I was pretty shocked the first time I heard this; of course Alex wasn’t rolling her eyes in that sense!  I knew that Alex in all likelihood did not even know that rolling one’s eyes has this linguistic significance.

In cases like these, I would say a brief informative phrase such as, “it looks like Alex is just resting her eyes for a moment.”  In the case of the latter, I added that children with CHARGE Syndrome experience eye fatigue rather easily which is very different from expressing attitude. This would contextualize Alex’s behavior as a reaction to physical discomfort.  This could be a somewhat tricky balance for me — trying to inform the teacher of a “CHARGE moment” without making her feel threatened or like I was crossing the boundary of my role.

Pace was always an issue. I was constantly saying, “just a moment,” or “let me just make sure Alex gets this” as I would wait for Alex’s gaze and attention.  Thanks to some of these explanations, the teacher became more attuned to these “CHARGE moments” and our work as an educational team found a better balance.

As the year progressed, and with guidance from the New York Deaf-Blind Collaborative (a federal grant that provides technical assistance and support throughout New York State on behalf of children and young adults with combined hearing and vision loss www.nydbc.org), I found that there were many wonderful tools at my disposal to help with my work – from tactile signing to leg taps to shoulder squeezes to breathing exercises.  Ultimately, perhaps the most helpful tool was the one I tapped into before even walking into the room: an acceptance and appreciation for neurodiversity.  This attitude allowed me to be positive and comfortable with any day that was expected to go into unexpected directions.  I walked in everyday excited to see a child who has different learning abilities and a personality, a student who has language and desires access, a student who deserves patience and modification, a human being who has value.

Katie Peacock Helde

Look for future articles on this and other topics from Katie Peacock Helde.

RESOURCES

CHARGE Syndrome Foundation - http://www.chargesyndrome.org/

New York Deaf-Blind Collaborative - http://nydbc.org/

National Center on Deaf-Blindness - https://nationaldb.org/

Perkins E-Learning - http://www.perkinselearning.org/videos/webcast/charge-syndrome-overview

American Institute for Learning and Human Development – http://www.institute4learning.com/neurodiversity.php

Classroom Interpreting -http://www.classroominterpreting.org/Interpreters/proguidelines/developmental.asp

Palm Reversal Errors in Native-Signing Children with Autism -http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3479340/

The post Educational Interpreting for a Neurodiverse Child appeared first on Signtalk Foundation.

Let’s talk about your power as an educational interpreter. “I only facilitate communication,” you say, hiding behind your hands. “I don’t have any real power.” Be honest.  Next time admit, “I facilitate communication and impact, for better or worse, all situations I interpret.” One example of what comes after the ‘and’ is what we’ll discuss today.

The Situation

As an educational interpreter you have duties outside of classroom interpreting which include interpreting impromptu meetings between students and non-signing staff. Today, you’ve just been asked to escort a student to the Senior Advisor’s office so she can ask for her money back as she decided not to go to prom.

The Background

You’ve known this student for 3 ½ years now.  You know she’s never been in trouble, is very polite to adults, and tends to be shy. You also know the Senior Advisor and that she works well with the teenagers in the building including the deaf students.  You also know that the Deaf Services office has a good working relationship with the  Senior Advisor office. The meeting should take 5 minutes and be painless.

Your Power

Super Terp!

Yet, have you considered that you could create tension in this situation? One goal of the Deaf Services office is for the seniors to be more independent.  Is now the time you’ll let your student advocate for herself?  Will you let the student struggle to ask for her money back, or will you lead the narrative? Will you nurture the relationship between the Deaf Services office and the Senior Advisor office, or will you Deaf Pride the place down? Will you voice aggressively? Passively? What kind of comments will you make to your deaf student while the senior advisor is processing her request? How about after you leave the office? These are the questions you should be considering on your walk to the Senior Advisor’s office.

What Happens

The deaf student leads you into the Senior Advisor’s office.  She signs, “Hi.”  Then she smiles and looks at you and looks at the senior advisor and she shrugs nervously and signs very small and very fast, “money. I-don’t know. Whatever.” And not ‘whatever’ with and attitude, but ‘whatever’ like, “nevermind.  I want to leave.”  Then she turns bright red.

Option #1–Lead

You voice, “Hi.  Its great to see you again.  Um, I hate to ask, but could I have the money for prom back because it turns out I can’t go. Is that ok?” You’ve stayed true to your student’s voice and intent but you added a lot of words and basically took over the entire conversation. Is that right or wrong? The senior advisor happily processes the refund because the student asked politely and she had a pleasant interaction with you.  The senior advisor has also had one more positive interaction with your office. You created a great outcome.  Just consider the expense.  Your student is no more independent now than when she walked into the office.

Option #2–Interpret literally

You voice, “Hi, um can I get my money back. Or, I don’t know. Whatever.” You’ve stayed true to the student’s words and perhaps her voice and intent. But, the senior advisor is unnecessarily confused.  Even the toughest kids have enter her office with courtesy and provide explanations for their requests. Your student will still get her money back, but the senior advisor will be left with a bad taste in her mouth.  She will be wondering why this deaf student was rude today when she never had been before.  Or, she’ll assume all the diva interpreters in the Deaf Services office are too big for their britches. You awkwardly forced your power onto a deaf student who didn’t want it, put your student in a bad light,  and broke down communication avenues between offices.

Option #3–Prep with your student

On your walk to the Senior Advisor office you ask your student why she is going to the office. (Who cares if you already know.  Ask anyhow.  You’ll be surprised what you learn.) Next ask your student if she wants to ask herself or if she wants you to interpret. Again, you may be surprised. You walk into the Senior Advisor office with your student and she sign, “Hi.”  She looks at you and looks at the senior advisor and then continues, “I can’t go to prom.  Can I get my money back?” This is the sweet and polite student your senior advisor knows. Of course she can get her money back and of course she loves working with the Deaf Services office.

Conclusion

Obviously, there are more than three ways this scenario could have played out. My point is: you impact the result of the interaction.  For good or bad, you’re part of the equation. Use your power to facilitate communication, yes! But don’t ignore the side effects of that power. Harness your power for a positive outcome.

Additional Readings: 

Ethical Choices: Educational Sign Language Interpreters as Change Agents  http://www.streetleverage.com/2013/04/ethical-choices-educational-sign-language-interpreters-as-change-agents/

What is the Role of the Educational Interpreter? http://www.classroominterpreting.org/Parents/Role.asp

The post The Power of the Educational Interpreter by Amber Ceffalio appeared first on Signtalk Foundation.

You Are Not a Teacher

By Amber Ceffalio, NIC

Last time we discussed the vast array of interpreting models an educational interpreter toggles through each day. Now, let’s discuss what an educational interpreter does not do.

You are not a teacher.

Yes, you’ll take on minor roles in which you impart information. Your student, for example, might ask you–not wanting to ask the teacher–if the next step in the math problem is to divide. OK, go ahead and answer their question.

Confirming for the student that they’re on the right path is different than big picture teaching. Here is where the roles of teaching and interpreting diverge.

A Teacher’s Role

Teachers have responsibilities that interpreters don’t have. Teachers walk into their classroom each day with specific information they wish to impart. Teachers prepare, teach, and assess the students’ understanding of that lesson. Teachers may adjust their lessons based on their assessment of a students’ comprehension.

On top of that, teachers enforce the rules of the school and are held accountable to the school administration.

An Interpreter’s Role

Interpreters interpret the teacher’s lesson. The interpreter assesses the Deaf students’ understanding of the interpretation, which is subtly, but vitally, different from the teacher assessing the students’ understanding of content.

Ideally the interpreter will be familiar with the content and know the teacher’s goals. But, an interpreter walks into the classroom with less preparation and less responsibility than the teacher.

Outside of interpreting, freelance interpreters aren’t accountable to the school administration. Yes, the interpreter is another adult in the room and needs to behave as such. Yes, the interpreter is a mandated reporter and the health and well-being of a student trumps the Professional Code of Conduct. But, the contracted interpreter isn’t necessarily mindful of the bureaucratic process of handing out bathroom passes while the teacher is. However, one must keep in mind that interpreters employed by the school district need to follow school district rules and protocol.

Complementing the Teaching Process

Interpreters can enhance or hinder the teaching and learning process.

1. First, the interpreter needs to be prepared for class. That may mean the interpreter is reading (or re-reading) To Kill A Mockingbird with the English class. It may mean that the interpreter is researching online what the chemical makeup of sugar looks like so she can interpret the information visually. This is baseline work.

2. Second, the interpreter has some information the teacher doesn’t have. How the interpreter uses this information will either be beneficial or detrimental to the teaching process. Because the interpreter is always looking at the student in order to assess if the student understood the interpretation, the interpreter sometimes catches information the teacher doesn’t.

For example, I was interpreting in a contained math classroom. The teacher was trying to teach a specific concept that was needed to understand future concepts. Frustrated because she’d been trying to get this information across in multiple ways, the teacher asked, “Do you get it now?” Frustrated because she’d been trying to understand but couldn’t, the student nodded. But, when the teacher turned to write the new lesson on the board, the student made a face that told me she didn’t understand the material at all.

What are my options? I’m part of the educational team, but I’m not the teacher. The teacher took the student at her word but not understanding to content now will hurt her later. I felt that the student was almost there and if the material was told one more time in a slightly different way, the student would get it. Yet, I’m not the teacher. I don’t want to be the teacher. And, I don’t want to undermine the teacher.

My solution was to sim-com, “Maybe I didn’t interpret that clearly. Did you mean that XYZ = ZYX?” With that, the teacher looked at me, looked at the student, understood exactly what was happening and said, “Yes, XYZ = ZYX and here is why…”.

Both the teacher and I saw the light bulb click on in the student’s brain.

Problems Come Up

That particular situation worked out because I approached the problem as if I was the weakest link in the educational chain. It also worked because the teacher didn’t have an ego to get around. We both shared a common goal.

Yet, we interpreters have a little bit of diva in us. (Raise your hand if you’ve ever thought, “I know more than this teacher.” We all have our hands up now.)

There are times I’ve crossed the line. The teacher usually points out these times with a sigh or an, “Ok, and getting back to my point…”.

Don’t take over the classroom. Defer to the teacher. She’s the one in charge and she’s the one who will ultimately answer to the school principal.

Discussion

Let’s crowd source educational interpreting. I illustrated one solution to one situation. I’m curious what other interpreters have done. In the comments, please tell us what you’ve done when you’ve noticed a student didn’t understand content but the teacher was moving on with the lesson. Let us know as much information about your situation as you can without compromising confidentiality. Was it was a mainstream or a contained classroom? What grade level? Did you have a rapport with the teacher? The more tools we share with each other, the better we’ll all be as educational interpreters.

Terps Up! Amber

The post You’re Not A Teacher appeared first on Signtalk Foundation.

by Amber Ceffalio, NIC

Before the start of each school year, NYC educational interpreters gather to review interpreting policies and procedures. Beth Prevor, Director of the Office of Sign Language Interpreting Services, mentioned during the meeting that she likes to give us educational interpreters, “the freedom to do what we do.”  She added, “And that turns out to be a lot more than just interpreting.”

This column will explore what “a lot more than just interpreting” actually means.

Even though we do “a lot more than just interpreting”, most of the work we do is within our interpreting models. In fact, it’s not a stretch to say that an educational interpreter will use all of the models in any given day.

Let’s take a short walk through how an interpreter might use our models. Obviously, there are many more ways each model might be employed.

Helper: Interpreter acts as a tutor, either formally or informally.

https://www.pinterest.com/pin/371054456773398240/

Conduit: Interpreter voices everything the deaf student signs, even if the deaf student doesn’t want you to.

Communication Facilitator: Interpreter understands the goal of the student and expresses it in such a way that the teacher understands what the student needs, even though the student didn’t know how to express their own needs.

Bilingual-Bicultural: Interpreter provides mainstream teachers with materials including information on how to set up closed captions.

Ally: Interpreter escorts the deaf student to the front office and helps the student ask for a special request.  The interpreter ends up being more than an interpreter as she leads her student’s questions.

Educational Team: Interpreters have access to information that teachers don’t have and it’s their responsibility to share that information with the appropriate people.

These are snapshots of situations when it’s ethically responsible to employ the various interpreting models. Educational interpreters don’t have the luxury of simply being a Communication Facilitator. Educational interpreters need to deftly and ethically toggle between the models to provide appropriate interpreting services in any given situation.

Other parts of “a lot more than just interpreting” land outside of our models. We are language models, for example.  We share information necessary information with teachers.  We are a confidants and sometimes informants.

What we do as educational interpreters is difficult to discuss in hypothetical generalizations. So, this column will open each week with a situation. We will use the situation to explore what we do, why we do it, and what options we have to make better informed decisions.

This isn’t, though, us laying down the educational interpreting law.  We want you to participate. Please, leave your thoughts in the comments.  What would you do in a given situation and why? We’d like a healthy and respectful discussion on educational interpreting.

Do you have a situation you’d like to discuss? Email me at amberala@gmail.com. We’ll remove identifying characteristics in order to keep identities confidential.  Yet we’ll make the situation specific enough so we can agree on the parameters.

Happy terping! Amber

To learn more about Amber click here and here.

Amber Ceffalio, NIC Writer & Interpreter

Click here for more information on sign language interpreter models.

More on classroom interpreting here.

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