EIPA Written Standards Review 2

50 Questions | Total Attempts: 595

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EIPA Written Standards Review 2 - Quiz

EIPA Written Standards Review was written by Robin Evans and Shannon Simon based on the www. Classroominterpreting. Org core standards. I've put the quiz here to use for self study in preparing for the Writen EIPA Exam.


Questions and Answers
  • 1. 
    Interpreting for a student with a cochlear implant can mean that the student is receiving some of the teacher’s spoken message as well as the interpreted message.
    • A. 

      True

    • B. 

      False

  • 2. 
    There is a difference between a student who has had a hearing loss before learning a language and a student who learned speech and language and then experienced a hearing loss.
    • A. 

      True

    • B. 

      False

  • 3. 
    What typically causes a student to have a delay in language development?
    • A. 

      A delay in language development typically is caused when a student has additional disabilities

    • B. 

      A delay in language development typically is caused when a student has not started school early enough.

    • C. 

      A delay in language development typically is a sure sign that there is something much more seriously wrong with the student.

    • D. 

      A delay in language development typically is caused because the student’s environment has not provided them sufficient access to language.

  • 4. 
    The students communication at home with family and communication at school do not have to be the same and will not have any real affect on the student’s classroom performance as long as they have an interpreter at school.
    • A. 

      True

    • B. 

      False

  • 5. 
    Sign Systems were designed to represent English and developed by educators, and are respected by the Deaf community and used by them when around educated people
    • A. 

      True

    • B. 

      False

  • 6. 
    Educators who use sign system believes that exposure to visual English will facilitate English development. Has this been proven to be true?
    • A. 

      This has been proven to be true

    • B. 

      This has not been proven to be true.

  • 7. 
    Iconicity in sign language makes learning signs easier.
    • A. 

      True

    • B. 

      False

  • 8. 
    What is the "Individuals with Education Disabilities Act" (IDEA)?
    • A. 

      IDEA is a state law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.

    • B. 

      IDEA is a federal law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.

    • C. 

      IDEA is a state law that guarantees all children who are deaf or hard of hearing will have a qualified interpreter.

    • D. 

      IDEA is federal law that guarantees all disabled children will have a qualified specific support provider.

  • 9. 
    What is an I.E.P?
    • A. 

      An I.E.P. is an Interpreter Educational Performance.

    • B. 

      An I.E.P. is an Individual Education Plan.

    • C. 

      An I.E.P is an Independent Evaluation of Parents.

    • D. 

      An I.E.P. is an Individual Evaluation Plan.

  • 10. 
    What is an I.E.P. for?
    • A. 

      An I.E.P. is the required form parents of disabled children must fill out upon entering their disabled child into public education.

    • B. 

      An I.E.P is the performance part of the RID National Certification for Educational Interpreters

    • C. 

      An I.E.P. is a legal document required by IDEA to detail each disabled student’s developmental program.

    • D. 

      An I.E.P. is the Individual Evaluation Plan that interpreters follow when organizing their Professional Development Plan (PDP).

  • 11. 
    Who may be members of the I.E.P. team?
    • A. 

      The interpreter, the RID president, the teacher of the deaf and the Supervisor of Schools.

    • B. 

      The qualified interpreter, the student’s family, general classroom teacher, speech language pathologist, audiologist, an administrator, a deaf educator, and the student when appropriate.

    • C. 

      The student’s family, general classroom teacher, the deaf educator, the principal, the child psychologist, and the student when appropriate.

    • D. 

      The interpreter supervisor, the student’s family, a classroom teacher, the school nurse, the audiologist and the principal, attorneys, a union representative

  • 12. 
    The interpreter is an essential member of the IEP team.
    • A. 

      True

    • B. 

      False

  • 13. 
    The interpreter’s job is to help ensure that language and communication needs of the student are met, including opportunities for direct communication and instruction in Manually Codes for English only.
    • A. 

      True

    • B. 

      False

  • 14. 
    What are some of the support services that can be provided for the student and specified on the students I.E.P.?
    • A. 

      Occupational or physical therapy, counseling, note-taking, training in the use of assistive technology and help learning to work with an interpreter.

    • B. 

      Note-taking, training in the use of assistive technology, after school tutoring, occupational or physical therapy, and Braille.

    • C. 

      Occupational or physical therapy, vocational training, counseling, life skills, and the use of assistive technology.

    • D. 

      Occupational or physical therapy, auditory training, note-taking, counseling, help learning American Sign Language, and after school tutoring.

  • 15. 
    The acronym LRE stand for…?
    • A. 

      Lessons Requiring Education

    • B. 

      Least Restricted Environment

    • C. 

      Learners Reading Enrichment

    • D. 

      Legal Reading Enhancement

  • 16. 
    The most important intent of the concept of LRE is to
    • A. 

      Allow student to be educated in the most appropriate environment for the student.

    • B. 

      Allow the student to enhance their reading skills by being in the most appropriate reading class for their age.

    • C. 

      Allow students to take lessons that are applicable to their disability and will allow them to grow educationally.

    • D. 

      Allow students to take legal testing that is applicable to their reading level

  • 17. 
    All State Education Agencies have regulatory roles in the education of students in terms of credentialing teachers and interpreters, establishing minimal standards for curriculum, and requiring annual achievement tests.
    • A. 

      True

    • B. 

      False

  • 18. 
    Which type of test, uses target skills that a student is expected to have mastered by a given age.
    • A. 

      Criterion-referenced tests

    • B. 

      Achievement tests

    • C. 

      Intelligence tests

    • D. 

      Statistical tests

  • 19. 
    Which type of test generally results in scores which underestimate the cognitive and processing strategies of deaf students
    • A. 

      Criterion-referenced tests

    • B. 

      Achievement tests

    • C. 

      Intelligence tests

    • D. 

      Standardized tests

  • 20. 
    Educational Interpreters make judgments about language use with deaf and hard of hearing students based on…..
    • A. 

      The educational plan, language expressed by the student, communication with the educational team, with the goal of an interpreting product that is accessible to the student.

    • B. 

      Communication with the educational team, with the students reading level in mind, sign system specified by the school system, with an academic goal set by the IEP team

    • C. 

      The academic level, signed vocabulary level expressed by the student, communication with the teacher of the deaf, with goals for the semester

    • D. 

      The age of the student and emotional maturity of the student, written language skill of the student, communication of the student and the suggestions from the student’s family

  • 21. 
    Bilingual education for deaf and hard of hearing students involves ASL as a first language. These students learn English through print and speech.
    • A. 

      True

    • B. 

      False

  • 22. 
    Many individuals assume that the interpreter works for the student, but this is not really true. Pick the statement that gives the best explanation based on the EIPA Standards.
    • A. 

      The interpreter works for the school district.

    • B. 

      The interpreter works for the principal of the school.

    • C. 

      The interpreter works for the whole class, including teacher and all students, and is accountable to the educational team.

    • D. 

      The interpreter is accountable to the county coordinator of related services.

  • 23. 
    The interpreter also plays a vital role as a member of the IEP team. Which list best describes the role of the interpreter as a member of the IEP team.
    • A. 

      The interpreters role on the team is to provide, consultation regarding strategies to promote student learning, advise regarding language development or the lack there of, consult with parents regarding student behavior, interpret all class room instructions, and voice all student signing, encourage student independence, and educate all school staff on the uses of the educational interpreter.

    • B. 

      The interpreter’s role on the team is to provide, consultation regarding strategies to promote student language development in ASL, encourage independence in student work, interpret content and non-content areas, promote student participation in classroom discussions and group activities, also educating others on the use of the interpreter as well as certification levels and organizations

    • C. 

      The interpreter’s role on the team is to provide, consultation regarding student behavior and reading level, provide strategies to promote student language development, encourage student independence in socialization, interpret all content and instructional directions, promote student class participation, and educate the school staff on the proper use of the interpreter in the classroom.

    • D. 

      The interpreters role on the team is to provide, consultation regarding strategies to promote student independence, encourage direct, promote student participation in classroom discussions and activities addressing discipline problems and procedures, also responsible for concerns related to a student’s needs, and educating others regarding the implication of hearing loss.

  • 24. 
    Educational Interpreters also provide tutoring services where they reinforce concepts and class content under the direction of a certified teacher. Which best describes the responsibilities of the interpreter in the tutor role?
    • A. 

      Work with small groups, create a PowerPoint or hand out materials, provide students plenty of practice time observe their progress, give answers on occasion to encourage students, and quiz them over the material until it is mastered.

    • B. 

      Preparing for content by implementing instructional strategies into materials you create for the students, evaluating skills learned and reinforcing those skills not yet mastered, creating a summary of the results and presenting your findings to the IEP team, assisting the student and others in understanding the role of the tutor.

    • C. 

      Preparing for content, implementing instructional strategies as identified by the IEP team, reinforcing and supervising practice of skills with individual and small groups, assisting the student and other professionals in understanding the role of the tutor and providing clear and appropriate information for the substitute.

    • D. 

      Preparing for content, implementing IEP team strategies, reviewing problems not understood by the student and creating other methods that may be understood easier by the student or students provide answers and homework when needed.

  • 25. 
    There are multiple levels or layers to analyzing a message, including…
    • A. 

      Linguistic, discourse, phrasal and sentential

    • B. 

      Lexical, metalinguistic, phrasal, and sentential

    • C. 

      Lexical, linguistic, phrasal, and sentential

    • D. 

      Lexical, phrasal, sentential and discourse

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