EIPA Written Standards Review 2

Cochlear implants are medical devices that are intended to improve a student’s hearing. Interpreting for a student with a cochlear implant may mean that the student is receiving some of the teacher’s spoken message as well as the interpreted message.

Students who had a hearing loss before learning language are different from students who learned speech and language and then experienced a hearing loss.

Interpreters should be aware of what their state requires in terms of certification and standards. This is important because different states may have different requirements for interpreters, such as specific certifications or adherence to certain standards of practice. By being aware of these requirements, interpreters can ensure that they meet the necessary qualifications and provide high-quality interpretation services that comply with the standards set by their state.

When deaf and hard of hearing students are delayed in language development, it is typically because their environment has not provided them sufficient access to language. It is not because something is wrong with the student.

The interpreter plays a crucial role in the Individualized Education Program (IEP) team. They are responsible for facilitating effective communication between all members of the team, including parents, teachers, and other professionals. This ensures that everyone is able to understand and contribute to the development and implementation of the student's educational plan. Without an interpreter, there may be barriers to communication and collaboration, which can hinder the effectiveness of the IEP team and the overall success of the student's education.

The statement is true because health-related issues that interpreters can face if they do not take care of themselves include repetitive motion injury, stress, and cognitive fatigue. Repetitive motion injury can occur due to the constant movement of hands and arms while interpreting. Stress is common in the high-pressure and demanding nature of interpreting work. Cognitive fatigue can result from the mental strain of processing and translating information continuously. Therefore, it is crucial for interpreters to prioritize self-care to prevent these health issues.

An I.E.P. stands for Individual Education Plan. This plan is a legally binding document that outlines the specific educational goals and accommodations for students with disabilities. It is developed by a team of educators, parents, and specialists, and is tailored to meet the unique needs of each student. The I.E.P. includes information about the student's current abilities, annual goals, specialized instruction, related services, and any necessary accommodations or modifications. The purpose of an I.E.P. is to ensure that students with disabilities receive the appropriate support and resources to succeed academically and reach their full potential.

The correct answer is "Least Restricted Environment". This term is commonly used in special education to refer to the educational setting that allows students with disabilities to be educated alongside their non-disabled peers to the greatest extent possible. The concept of LRE emphasizes inclusion and ensuring that students with disabilities have access to the general education curriculum and are provided with appropriate support and accommodations. This approach promotes social integration and equal opportunities for all students.

The concept of LRE, or Least Restrictive Environment, aims to ensure that students with disabilities are educated in an environment that is most suitable for their individual needs. This means that students should be placed in an educational setting that allows them to access the curriculum and receive support while also being included with their non-disabled peers to the greatest extent possible. The focus is on providing an inclusive education that promotes the student's overall growth and development, rather than solely focusing on specific skills or testing.

Interpreters need the support of professional peers and mentors to develop skills because they can provide guidance, feedback, and advice based on their own experiences. Peers can offer support and share insights, while mentors can provide guidance and help interpreters navigate challenges in their career. This support system is crucial for interpreters to continuously improve their skills and stay updated with industry standards and best practices.

A student’s language use at home and the language use at school may differ. This may affect the student’s classroom performance and his ability to see connections between home and school.

The I.E.P. team consists of various individuals who play a crucial role in the education and support of the student. The qualified interpreter is necessary to facilitate communication for the deaf student. The student's family is included to provide input and support for the student's needs. The general classroom teacher is involved to understand the student's academic progress and make appropriate accommodations. The speech language pathologist and audiologist contribute their expertise in addressing communication and hearing issues. An administrator ensures that the necessary resources and support are provided. A deaf educator brings specialized knowledge and understanding of the deaf student's needs. The student is included when appropriate to give them a voice in their own education.

Interpreters need preparation time to plan for future lessons, read textbook assignments, research, and learn new vocabulary. This allows them to familiarize themselves with the content they will be interpreting and ensure they are well-prepared to accurately convey the message to their audience. Additionally, preparation time allows interpreters to stay updated on any new information or updates that may be relevant to their work.

Sign systems designed to represent English were developed by educators and are not naturally developed languages. The adult Deaf community generally does not use them.

Educators who use sign systems believe that exposure to visual English will facilitate English development, although this has not been proven to be the result for all deaf or hard of hearing students. They also believe that English signing is easier for hearing people to learn.

The given answer is true because register is indeed a linguistic concept that refers to the variations in language based on the speaker's intentions, the audience, and the specific setting or context of communication. Different registers can be used in formal or informal situations, with friends or colleagues, and in different professional or social settings. By adjusting their register, speakers are able to convey their intended meaning and establish appropriate communication with their audience.

An I.E.P. is a legal document required by IDEA (Individuals with Disabilities Education Act) to detail each disabled student’s developmental program. This means that it outlines the specific educational goals, services, and accommodations that are necessary for the student to receive a free and appropriate public education. The I.E.P. is a collaborative effort between parents, teachers, and other professionals to ensure that the student's individual needs are met and that they have access to the necessary support and resources for their educational development.

Phonology is a branch of linguistics that deals with the study of speech sounds or the individual parts of a sign. It focuses on the patterns and rules that govern the sounds used in language. Therefore, the statement "Phonology refers to speech sounds or the individual parts of a sign" is true.

This statement is true because encoding refers to the process of converting information into a specific format or code. It does not guarantee that the encoded message will be equivalent to the original message in terms of meaning or content. Encoding simply transforms the information into a different representation, which may or may not preserve the exact message equivalency.

The Individuals with Education Disabilities Act (IDEA) is a federal law that protects the rights of students with disabilities. IDEA mandates that all students with disabilities receive a free and appropriate education. And, if necessary that education must include a qualified interpreter. The EIPA Written Test is one way to ensure that the student has a qualified interpreter

The interpreter is an essential member of the IEP team. He or she must help to ensure that language and communication needs of the student are met, including opportunities for direct communication and instruction in the student’s identified language and communication mode.

English syntax uses the order of words to structure the sentence, highlighting the relationships between words and providing context. ASL, on the other hand, has a more flexible word order but still follows grammatical rules regarding the movement of words and phrases. This means that the statement is true, as it accurately describes the differences in word order between English and ASL.

Pragmatics refers to the ability to use language for various purposes and the rules that guide our language use with others. It involves understanding and using language in context, taking into account social and cultural factors. This definition aligns with the statement that pragmatics refers to a person's ability to use language for different functions and the rules that govern language use with others. Therefore, the correct answer is true.

The statement suggests that all sign systems have incorporated certain elements from ASL, including prosody, fingerspelling, use of space, and some grammatical markers on the face. This implies that ASL has had a significant influence on the development of other sign systems. Therefore, the answer is true.

Educational interpreters must understand basic tutoring techniques because they often work with students who have hearing impairments or other communication barriers. By understanding tutoring techniques, they can effectively support and facilitate the learning process for these students. This includes being able to provide clear and concise explanations, ask questions to check for understanding, and use appropriate teaching strategies to help students grasp concepts. Without this understanding, educational interpreters may struggle to effectively communicate and support the educational needs of the students they work with.

The factors that influence message equivalency include the interpreter's language ability and content knowledge, the speaker's rate of delivery, discourse organization, communicative intent, and register. These factors determine how accurately and effectively the interpreter can convey the intended message from one language to another. The interpreter's language proficiency and understanding of the content being interpreted are crucial for ensuring accurate communication. The speaker's rate of delivery and the organization of the discourse can also affect the interpreter's ability to convey the message in a timely and coherent manner. Additionally, the interpreter must consider the communicative intent and register of the speaker to accurately convey the tone and style of the message.

Educational Interpreters make judgments about language use with deaf and hard of hearing students based on 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. This means that they consider the specific needs and goals outlined in the student's educational plan, as well as the language abilities and preferences of the student. They also collaborate with the educational team to ensure effective communication and strive to provide interpretations that are easily understood and accessible to the student.

The correct answer is "The interpreter works for the whole class, including teacher and all students, and is accountable to the educational team." This answer is the best explanation based on the EIPA Standards because it emphasizes the interpreter's role in serving the entire classroom community, including the teacher and all students. It also highlights the interpreter's accountability to the educational team, which includes various stakeholders involved in the educational process.

The explanation for the given correct answer is that metalinguistic knowledge of language refers to the ability to discuss and think about language. The statement mentions that schools teach students metalinguistic awareness of English, indicating that students are given the opportunity to develop this knowledge in relation to spoken language. However, it also states that deaf and hard of hearing students rarely have the opportunity to gain metalinguistic knowledge of sign language, implying that they do not have the same level of access to discussions and thinking about sign language as their hearing peers do with spoken language. Therefore, it can be inferred that the statement is true.

The given statement is true. The Deaf community does have a form of English signing, known as Pigden Sign English or PSE. PSE is a combination of American Sign Language (ASL) and English, and it is commonly used in situations where both deaf and hearing individuals need to communicate. PSE incorporates elements of ASL grammar and vocabulary but follows English word order and includes English-based signs. So, it is accurate to say that the Deaf community has a form of English signing called PSE.

The interpreter's ability to use direct communication is beneficial because it allows for clear and effective communication between the interpreter and the deaf or hard of hearing student. The interpreter's knowledge of the student's educational program is advantageous as they can provide specific support and guidance tailored to the student's needs. Additionally, the rapport already established between the interpreter and the student can contribute to a comfortable and trusting learning environment.

ASL Morphology refers to the internal structure of the word while syntax refers to the relationships between words. ASL has MORE COMPLEX morphology than English. A verb in ASL is said to agree when the beginning and/or end points of the verb correspond with the subject and/or object of the sentence. Typically, pronouns in ASL are made by pointing to an object, location, or person in space.

Iconicity in sign language refers to the extent to which signs resemble or depict the objects, actions, or concepts they represent. While iconic signs can be helpful for beginners in learning signs, research has shown that iconicity alone does not necessarily make learning signs easier. In fact, some studies have found that non-iconic signs can be learned just as easily as iconic signs. Therefore, the statement that iconicity in sign language makes learning signs easier is false.

The support services that can be provided for the student and specified on the student's I.E.P. include occupational or physical therapy to address any physical or motor skill challenges, counseling to support the student's emotional and social well-being, note-taking assistance to ensure they have access to comprehensive class notes, training in the use of assistive technology to help them overcome any learning barriers, and help learning to work with an interpreter if they require language support.

Having access to resources is beneficial for an interpreter because it helps improve their interpreting skills. Resources such as class materials and objectives provide the interpreter with the necessary preparation to interpret effectively. Additionally, resources allow the interpreter to understand the concepts being discussed and to cognitively organize the content. They also help the interpreter learn any new vocabulary that may be encountered during the interpreting process. Overall, having access to resources enhances the interpreter's abilities and ensures a higher quality of interpretation.

The Helper model and the Conduit model are two "models" of interpreters that can have a negative impact on the student. The Helper model refers to an interpreter who takes on a more active role, such as summarizing or simplifying information, which can hinder the student's ability to fully understand and engage with the content. The Conduit model refers to an interpreter who simply translates the information without any additional support or clarification, which can also limit the student's comprehension and access to the material. Both models can have negative consequences for the student's learning experience.

The statement is correct because form does indeed refer to the grammatical structure of a language. In linguistics, the term "form" is used to describe the way words, phrases, and sentences are organized and constructed in a particular language. It encompasses aspects such as word order, sentence structure, verb conjugation, and noun declension. Understanding the form of a language is essential for comprehending and producing grammatically correct sentences. Therefore, the answer "True" is the correct choice.

Signed languages use facial expressions and sign rhythm to show the beginning and ends of linguistic units, such as sentences and topics. Facial expressions and sign rhythm are important components of signed languages as they help convey the structure and organization of the language. By using specific facial expressions and sign rhythms, signers can indicate the boundaries between different linguistic units, making it easier for the listener to understand the overall meaning and structure of the signed message.

Syntax refers to rules that govern how we organize words into sentences.

Bilingual education for deaf and hard of hearing students involves ASL as a first language. English is learned through print and NOT through speech

English sign systems do indeed invent signs to represent words and morphemes that occur in ASL. This is because ASL is a separate language with its own grammar and vocabulary, and English sign systems are created to bridge the gap between ASL and English. These sign systems aim to provide a way for English speakers to communicate in ASL by using signs that correspond to English words and morphemes. Therefore, the statement that English sign systems invent signs to represent words and morphemes in ASL is true.

The responsibilities of the interpreter in the tutor role include 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.

Communication between the interpreter and student of a personal nature may need to be shared with district administration, such as discussion of abuse, suicide, drug use, weapons, threats, etc. It is important for the educational interpreter to be fully aware of district policy and to inform the student of his or her responsibility to share information of this type with administration.

The correct answer is "lexical, phrasal, sentential and discourse". This answer suggests that there are four levels or layers to analyzing a message: lexical (relating to words and vocabulary), phrasal (relating to phrases and sentence structure), sentential (relating to the overall meaning of a sentence), and discourse (relating to the overall meaning and organization of a text or conversation). This answer provides a comprehensive and accurate breakdown of the different levels of analysis involved in understanding a message.

Criterion-referenced tests are designed to measure a student's mastery of specific skills or knowledge. These tests compare a student's performance against a predetermined set of criteria or standards, rather than comparing them to other students. Therefore, criterion-referenced tests are ideal for assessing whether a student has achieved the expected level of skills for their age or grade level. This type of test focuses on identifying areas where a student may need additional support or instruction to reach the desired level of mastery.

Intelligence tests generally result in scores that underestimate the cognitive and processing strategies of deaf students. This is because intelligence tests often heavily rely on verbal and auditory abilities, which can be challenging for deaf individuals. These tests may not adequately assess the unique strengths and abilities of deaf students, leading to underestimation of their true cognitive potential.

The State Education Agency (SEA) has a regulatory role in the education of students in terms of credentialing TEACHERS, establishing minimal standards for curriculum, requiring annual achievement tests. SOME STATES have established minimum standards for educational interpreters.

Message EQUIVALENCE is the key or goal of interpretation or transliteration

Annual assessment of an interpreter's skill provides several benefits. Firstly, it allows for a systematic assessment that can identify where interpreting errors occur and provide guidance for skill development. This helps the interpreter to improve their performance and address any weaknesses. Additionally, it helps other professionals view the interpreter as a professional, enhancing their reputation and credibility. The assessment also verifies the interpreter's skills, ensuring that they meet the necessary qualifications. It further helps professionals understand the importance of qualified interpreters for students and adults, promoting the value of proper qualifications. Lastly, the assessment provides valuable information about the interpreter's abilities and areas in need of development.

The correct answer describes the role of the interpreter as a member of the IEP team. The interpreter is responsible for providing consultation on strategies to promote student independence, encouraging direct communication, promoting student participation in classroom discussions and activities, addressing discipline problems and procedures, being responsible for concerns related to a student's needs, and educating others about the implications of hearing loss.