This document summarizes a webinar presentation hosted by the National Council on Interpreting in Health Care (NCIHC) on preparing for Individualized Education Program (IEP) meetings.
The webinar provided interpreters with tips for working in IEP meetings, which determine the special education plan for students with disabilities. It defined key terms, laws, and the IEP process. Dilemmas interpreters may face in IEP settings were presented and strategies were discussed, such as asking for terminology explanations, remaining neutral, and managing communication flow. Resources on special education laws and terms were also provided to help interpreters prepare.
articulators / dental implant courses by Indian dental academy Indian dental academy
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Introduction to Grey literature for Health SciencesFranklin Sayre
Slides for a short (1 hour 20 minute) workshop for graduate and post-graduate health science students and researchers on searching for grey literature.
After the formulation of research questions and sample selection, the next step in research chain is developing data collection instruments or research instruments.
They are measurement tools (i.e., tests, questionnaires or interviews)
They can be designed by the researcher or can be previously-developed by other researchers.
Edsp 524 or 528 -anthony maiorano-iep presentation_week 1 ms ppt 2010anthonymaiorano
The presentation provides an overview of the key components of an Individualized Education Plan (IEP) for various stakeholders. It identifies all major sections of an IEP, including the student's present levels of performance, annual goals, special education services, and placement. Speaker notes throughout the presentation explain the information on each slide. The presentation addresses administrators, parents, teachers, and related services staff to ensure all involved parties understand the IEP. It utilizes graphics and navigation tools to reinforce the content and makes citations in APA style.
The document discusses the history and components of inclusion education. It began in the 1970s with the creation of individualized education programs (IEPs) and has expanded with laws like the No Child Left Behind Act of 2002. Key components of inclusion include leadership, collaboration, planning, support services, and monitoring. The multidisciplinary team works together to develop IEPs, evaluate students' progress, and ensure they receive appropriate accommodations and support to learn in the least restrictive environment.
The document provides information about the instructional materials adoption process in Texas. It explains that the State Board of Education issues proclamations to solicit new instructional materials and outlines the multi-year review and adoption cycle. Upcoming subject areas for review in 2014 include science, math, and technology. The document then discusses the role of district selection committees in reviewing samples and making recommendations to their local school boards. It provides examples of committee structures and outlines the selection and review criteria committees must consider when evaluating proposed instructional materials.
The document discusses NOSM's efforts to integrate cultural competency training into its health education programs. It outlines activities from 2012-2014 to develop competency frameworks, assessment tools, and training resources for learners and preceptors on Aboriginal and Francophone cultural competency. It identifies challenges implementing these programs and evaluates early implementation. Moving forward, NOSM aims to increase cultural self-efficacy among learners and preceptors, and assess the impact of specific educational experiences on competency development.
LCH Annual Report January- December 2010lchprincipal
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
articulators / dental implant courses by Indian dental academy Indian dental academy
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Introduction to Grey literature for Health SciencesFranklin Sayre
Slides for a short (1 hour 20 minute) workshop for graduate and post-graduate health science students and researchers on searching for grey literature.
After the formulation of research questions and sample selection, the next step in research chain is developing data collection instruments or research instruments.
They are measurement tools (i.e., tests, questionnaires or interviews)
They can be designed by the researcher or can be previously-developed by other researchers.
Edsp 524 or 528 -anthony maiorano-iep presentation_week 1 ms ppt 2010anthonymaiorano
The presentation provides an overview of the key components of an Individualized Education Plan (IEP) for various stakeholders. It identifies all major sections of an IEP, including the student's present levels of performance, annual goals, special education services, and placement. Speaker notes throughout the presentation explain the information on each slide. The presentation addresses administrators, parents, teachers, and related services staff to ensure all involved parties understand the IEP. It utilizes graphics and navigation tools to reinforce the content and makes citations in APA style.
The document discusses the history and components of inclusion education. It began in the 1970s with the creation of individualized education programs (IEPs) and has expanded with laws like the No Child Left Behind Act of 2002. Key components of inclusion include leadership, collaboration, planning, support services, and monitoring. The multidisciplinary team works together to develop IEPs, evaluate students' progress, and ensure they receive appropriate accommodations and support to learn in the least restrictive environment.
The document provides information about the instructional materials adoption process in Texas. It explains that the State Board of Education issues proclamations to solicit new instructional materials and outlines the multi-year review and adoption cycle. Upcoming subject areas for review in 2014 include science, math, and technology. The document then discusses the role of district selection committees in reviewing samples and making recommendations to their local school boards. It provides examples of committee structures and outlines the selection and review criteria committees must consider when evaluating proposed instructional materials.
The document discusses NOSM's efforts to integrate cultural competency training into its health education programs. It outlines activities from 2012-2014 to develop competency frameworks, assessment tools, and training resources for learners and preceptors on Aboriginal and Francophone cultural competency. It identifies challenges implementing these programs and evaluates early implementation. Moving forward, NOSM aims to increase cultural self-efficacy among learners and preceptors, and assess the impact of specific educational experiences on competency development.
LCH Annual Report January- December 2010lchprincipal
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
02 Draft Basic Education Research Agenda.pptxEnriqueArlanza1
The document outlines a research agenda for the Philippine Department of Education (DepEd) to guide evidence-based policy formulation. It discusses 7 main research themes: 1) Teaching and learning, 2) Human resource development, 3) Child protection, 4) Governance, 5) Finance, 6) Program management, and 7) Evaluation. Under each theme, it identifies priority areas for research and example research questions. The overarching goals are to build on existing research, generate knowledge in new areas, and focus DepEd's attention and resources on relevant education issues.
An Individualized Education Plan (IEP) outlines the specialized educational needs of a student with disabilities. An IEP team evaluates whether a student qualifies for an IEP based on conditions outlined in the Individuals with Disabilities Education Act. Assistive technology encompasses devices that increase independence for people with disabilities and includes both low-tech and high-tech options. Choosing appropriate assistive technology involves assessing a student's strengths, needs, and activities to determine solutions that increase participation. Examples of assistive technology used in classrooms include alternative keyboards, electronic worksheets, and communication boards.
The document discusses assistive technology and individualized education plans (IEPs). It defines assistive technology as devices that help people with disabilities perform tasks. An IEP outlines a student's learning needs, services provided, and progress measurements. The document provides details on qualifying for an IEP, developing an IEP, and choosing assistive technologies. Examples of low-tech assistive technologies include communication boards, and high-tech examples include computers. The document also discusses assistive technologies for mild disabilities and hearing assistive devices.
The document provides information about a new participating teacher orientation for the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program held on September 10 & 12, 2013. The BTSA program aims to provide high-quality induction to empower newly credentialed teachers through mentoring, formative assessment, and inquiry. The orientation covered topics like classroom management, professional development, advice and assistance from support providers, completing the Formative Assessment for California Teachers (FACT) portfolio, and program requirements and logistics.
The document summarizes a presentation given by ABES Engineering College, Ghaziabad to the NBA expert committee on March 11th-13th, 2022. Over 11 slides, it provides information on the institute's achievements, faculty policies and performance, student policies and performance, quality assurance initiatives, curriculum, research projects and more. It demonstrates how the institute meets NBA accreditation standards and fulfills its vision of providing quality engineering education.
This chapter discusses individualized education programs (IEPs) and planning for students with special needs. It covers the IEP process, which involves determining eligibility, developing and implementing an IEP, and evaluating progress. Key aspects of the IEP include present levels of performance, annual goals, special education services, and participation in assessments. The IEP is developed and implemented by a multidisciplinary team to provide individualized supports and services to students.
Educational standards provide clear goals for student learning and help raise expectations. They serve as a roadmap for teachers, parents, and students by setting knowledge and skills benchmarks without dictating how to teach. Standards originated from a belief that all children should learn more challenging content at a higher level. Kentucky and other states have adopted standards like Common Core for math and English along with standards for other subjects. There are also national technology standards for students, teachers, administrators, and computer science educators created by ISTE to support 21st century skills. These focus on skills needed in today's digital world like critical thinking, communication, collaboration, and innovation. Kentucky has partnered with P21, an advocacy group for 21st century readiness, adopting
Training an integral component of effective hr practices - baishaki bapatEduMedia India
The document discusses the importance of training for staff at The Orchid School. It outlines the school's approach to training, which includes annual orientation programs, allocating budget for training workshops, staff retreats to promote team bonding and reflection, and domain-specific training opportunities. Feedback is gathered from participants to evaluate effectiveness and plan future training. Analysis of results shows training is positively impacting teaching and students' achievements. The school aims to continue enhancing training with new knowledge to develop human resources.
Federal law requires schools to develop an Individualized Education Program (IEP) for every student with a disability. The IEP development process involves identifying the student's current functioning and disability, setting annual goals and objectives to meet those goals, and determining the services and accommodations needed to achieve the goals. The IEP must be reviewed periodically and set the least restrictive environment for the student's education. Effective IEPs break goals down into measurable short-term objectives and include collaboration between special education teachers and general education teachers.
This document provides an introduction to a teacher's resource on developing higher-order thinking skills among learners in English/Reading for grades 7-10. It includes an overview of the resource, background on international assessments like PISA, the relevant Philippine Professional Standards for Teachers, and an introduction to the Structure of the Observed Learning Outcome (SOLO) model which is used within the resource to classify learning outcomes and assess higher-order thinking. The teacher's resource contains sample assessment items addressing various competencies across grades 7-10 that teachers can use or adapt for their classrooms.
This document provides an overview of assistive technology and the individualized education plan (IEP) process. It discusses what an IEP is, who qualifies for an IEP, how services are delivered, and the referral and evaluation process. It also explains what assistive technology is, how to choose assistive technologies, examples of low-tech and high-tech assistive technologies, and resources like the Georgia Project for Assistive Technology.
This document summarizes a presentation by Dr. Thomas Rosati on universally designing online courses for all learners. The presentation discusses designing courses using multiple modalities like visual, aural, sensory and tactile components. It also covers common disabilities seen in students and accommodations that can be made, like providing electronic materials and ensuring accessibility. The importance of clear communication and having multiple ways for students to submit work is emphasized. Overall, the presentation provides guidance on applying universal design principles to create inclusive online learning experiences.
Fundraising - It's your NAF Community-Get into it!NAFCareerAcads
This session will showcase a NAF high school information technology conference where students and teachers have the opportunity to network with business community partners and raise significant amounts of money. Tech Fest is a signature event coordinated by the business advisory council where students attend workshops, hear from keynote speakers and visit an exhibit hall where the sponsors highlight their companies. Tech Fest connects the classroom to the business community!
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
The document provides an overview of the Special Education program at ECU, which prepares students for a career teaching K-12 students with disabilities. It describes what special education is, including providing individualized instruction and services to meet unique student needs. It outlines the roles students can choose from, such as co-teacher or resource teacher. The program offers both a general curriculum and adapted curriculum Bachelor's degree. It highlights hands-on experiences, scholarships, and high employment rates for graduates. Contact information is provided for more information.
Sec 1 CCA LEAPS 2.0 Briefing to Parents on 11 Jan 2014dmss2014
The document discusses Damai Secondary School's holistic education program LEAPS 2.0. It summarizes that LEAPS 2.0 recognizes students' development across four domains - Participation, Achievement, Leadership and Service. It involves four structured co-curricular programs and emphasizes character development, social-emotional skills, 21st century skills, interests and talents. Parents are encouraged to support their child's holistic growth at home by reinforcing values, life skills, interests and strengths.
Asian International College-India provides online early childhood education courses from certificates to diplomas. It is part of the international Busy Bees Group and began operations in India in 2015. The fully digital curriculum allows students to learn online, in-person, or a combination. The academic leaders have extensive experience in early childhood education and technology-enhanced learning. The Interactive Certificate in Foundations of Early Education is a 10-week introductory program that covers topics like child development, teaching methods, and working with families to prepare students for careers in early education.
Dr. Betsy Winston presented on using cognitive reflection (CoRe) activities to stimulate and track student learning in interpreting education. She discussed think-aloud protocols, directed reflections, and stimulated recalls where students comment on their work. Coding student comments according to categories like linguistic issues and presenter intent provides insights into students' critical thinking development. CoRe activities can help close the gap between graduation and professional readiness by shifting the focus from basic skills to higher-order thinking required for effective interpreting.
This document discusses cognition and working memory in dialogue interpreting. It begins with an overview of dialogue interpreting as a mode of interpreting involving short consecutive interpreting without notes and quasi-simultaneous interpreting with few participants. It then discusses some key cognitive processes in interpreting like identifying, decoding, transferring, and producing interpretations. It emphasizes the importance of monitoring all participants' contributions and ensuring comprehension between participants. The document also discusses language proficiency models and notes asymmetries in interpreters' language skills. Finally, it examines the cognitive load of monitoring, coordination, and turn-taking in dialogue interpreting.
More Related Content
Similar to Interpreting IEP Meetings: A Close Look for Interpreter Trainers at this Intersection of Healthcare and Education Services
02 Draft Basic Education Research Agenda.pptxEnriqueArlanza1
The document outlines a research agenda for the Philippine Department of Education (DepEd) to guide evidence-based policy formulation. It discusses 7 main research themes: 1) Teaching and learning, 2) Human resource development, 3) Child protection, 4) Governance, 5) Finance, 6) Program management, and 7) Evaluation. Under each theme, it identifies priority areas for research and example research questions. The overarching goals are to build on existing research, generate knowledge in new areas, and focus DepEd's attention and resources on relevant education issues.
An Individualized Education Plan (IEP) outlines the specialized educational needs of a student with disabilities. An IEP team evaluates whether a student qualifies for an IEP based on conditions outlined in the Individuals with Disabilities Education Act. Assistive technology encompasses devices that increase independence for people with disabilities and includes both low-tech and high-tech options. Choosing appropriate assistive technology involves assessing a student's strengths, needs, and activities to determine solutions that increase participation. Examples of assistive technology used in classrooms include alternative keyboards, electronic worksheets, and communication boards.
The document discusses assistive technology and individualized education plans (IEPs). It defines assistive technology as devices that help people with disabilities perform tasks. An IEP outlines a student's learning needs, services provided, and progress measurements. The document provides details on qualifying for an IEP, developing an IEP, and choosing assistive technologies. Examples of low-tech assistive technologies include communication boards, and high-tech examples include computers. The document also discusses assistive technologies for mild disabilities and hearing assistive devices.
The document provides information about a new participating teacher orientation for the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program held on September 10 & 12, 2013. The BTSA program aims to provide high-quality induction to empower newly credentialed teachers through mentoring, formative assessment, and inquiry. The orientation covered topics like classroom management, professional development, advice and assistance from support providers, completing the Formative Assessment for California Teachers (FACT) portfolio, and program requirements and logistics.
The document summarizes a presentation given by ABES Engineering College, Ghaziabad to the NBA expert committee on March 11th-13th, 2022. Over 11 slides, it provides information on the institute's achievements, faculty policies and performance, student policies and performance, quality assurance initiatives, curriculum, research projects and more. It demonstrates how the institute meets NBA accreditation standards and fulfills its vision of providing quality engineering education.
This chapter discusses individualized education programs (IEPs) and planning for students with special needs. It covers the IEP process, which involves determining eligibility, developing and implementing an IEP, and evaluating progress. Key aspects of the IEP include present levels of performance, annual goals, special education services, and participation in assessments. The IEP is developed and implemented by a multidisciplinary team to provide individualized supports and services to students.
Educational standards provide clear goals for student learning and help raise expectations. They serve as a roadmap for teachers, parents, and students by setting knowledge and skills benchmarks without dictating how to teach. Standards originated from a belief that all children should learn more challenging content at a higher level. Kentucky and other states have adopted standards like Common Core for math and English along with standards for other subjects. There are also national technology standards for students, teachers, administrators, and computer science educators created by ISTE to support 21st century skills. These focus on skills needed in today's digital world like critical thinking, communication, collaboration, and innovation. Kentucky has partnered with P21, an advocacy group for 21st century readiness, adopting
Training an integral component of effective hr practices - baishaki bapatEduMedia India
The document discusses the importance of training for staff at The Orchid School. It outlines the school's approach to training, which includes annual orientation programs, allocating budget for training workshops, staff retreats to promote team bonding and reflection, and domain-specific training opportunities. Feedback is gathered from participants to evaluate effectiveness and plan future training. Analysis of results shows training is positively impacting teaching and students' achievements. The school aims to continue enhancing training with new knowledge to develop human resources.
Federal law requires schools to develop an Individualized Education Program (IEP) for every student with a disability. The IEP development process involves identifying the student's current functioning and disability, setting annual goals and objectives to meet those goals, and determining the services and accommodations needed to achieve the goals. The IEP must be reviewed periodically and set the least restrictive environment for the student's education. Effective IEPs break goals down into measurable short-term objectives and include collaboration between special education teachers and general education teachers.
This document provides an introduction to a teacher's resource on developing higher-order thinking skills among learners in English/Reading for grades 7-10. It includes an overview of the resource, background on international assessments like PISA, the relevant Philippine Professional Standards for Teachers, and an introduction to the Structure of the Observed Learning Outcome (SOLO) model which is used within the resource to classify learning outcomes and assess higher-order thinking. The teacher's resource contains sample assessment items addressing various competencies across grades 7-10 that teachers can use or adapt for their classrooms.
This document provides an overview of assistive technology and the individualized education plan (IEP) process. It discusses what an IEP is, who qualifies for an IEP, how services are delivered, and the referral and evaluation process. It also explains what assistive technology is, how to choose assistive technologies, examples of low-tech and high-tech assistive technologies, and resources like the Georgia Project for Assistive Technology.
This document summarizes a presentation by Dr. Thomas Rosati on universally designing online courses for all learners. The presentation discusses designing courses using multiple modalities like visual, aural, sensory and tactile components. It also covers common disabilities seen in students and accommodations that can be made, like providing electronic materials and ensuring accessibility. The importance of clear communication and having multiple ways for students to submit work is emphasized. Overall, the presentation provides guidance on applying universal design principles to create inclusive online learning experiences.
Fundraising - It's your NAF Community-Get into it!NAFCareerAcads
This session will showcase a NAF high school information technology conference where students and teachers have the opportunity to network with business community partners and raise significant amounts of money. Tech Fest is a signature event coordinated by the business advisory council where students attend workshops, hear from keynote speakers and visit an exhibit hall where the sponsors highlight their companies. Tech Fest connects the classroom to the business community!
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
The document provides an overview of the Special Education program at ECU, which prepares students for a career teaching K-12 students with disabilities. It describes what special education is, including providing individualized instruction and services to meet unique student needs. It outlines the roles students can choose from, such as co-teacher or resource teacher. The program offers both a general curriculum and adapted curriculum Bachelor's degree. It highlights hands-on experiences, scholarships, and high employment rates for graduates. Contact information is provided for more information.
Sec 1 CCA LEAPS 2.0 Briefing to Parents on 11 Jan 2014dmss2014
The document discusses Damai Secondary School's holistic education program LEAPS 2.0. It summarizes that LEAPS 2.0 recognizes students' development across four domains - Participation, Achievement, Leadership and Service. It involves four structured co-curricular programs and emphasizes character development, social-emotional skills, 21st century skills, interests and talents. Parents are encouraged to support their child's holistic growth at home by reinforcing values, life skills, interests and strengths.
Asian International College-India provides online early childhood education courses from certificates to diplomas. It is part of the international Busy Bees Group and began operations in India in 2015. The fully digital curriculum allows students to learn online, in-person, or a combination. The academic leaders have extensive experience in early childhood education and technology-enhanced learning. The Interactive Certificate in Foundations of Early Education is a 10-week introductory program that covers topics like child development, teaching methods, and working with families to prepare students for careers in early education.
Similar to Interpreting IEP Meetings: A Close Look for Interpreter Trainers at this Intersection of Healthcare and Education Services (20)
Dr. Betsy Winston presented on using cognitive reflection (CoRe) activities to stimulate and track student learning in interpreting education. She discussed think-aloud protocols, directed reflections, and stimulated recalls where students comment on their work. Coding student comments according to categories like linguistic issues and presenter intent provides insights into students' critical thinking development. CoRe activities can help close the gap between graduation and professional readiness by shifting the focus from basic skills to higher-order thinking required for effective interpreting.
This document discusses cognition and working memory in dialogue interpreting. It begins with an overview of dialogue interpreting as a mode of interpreting involving short consecutive interpreting without notes and quasi-simultaneous interpreting with few participants. It then discusses some key cognitive processes in interpreting like identifying, decoding, transferring, and producing interpretations. It emphasizes the importance of monitoring all participants' contributions and ensuring comprehension between participants. The document also discusses language proficiency models and notes asymmetries in interpreters' language skills. Finally, it examines the cognitive load of monitoring, coordination, and turn-taking in dialogue interpreting.
In our brave new world of virtual health care, many interpreters, employers and providers around the country initially found themselves scrambling to set up the remote modalities of phone and video with little preparation time. What began as a rapid-response shift to providing healthcare services remotely has become a long-term strategy for delivering care to patients. As a result, healthcare interpreters are now called upon to provide services in remote modalities with increased frequency and across a broader spectrum of contexts than had, in many cases, been traditionally considered feasible. This shift has brought even greater attention to the need to train interpreters on how to provide services in remote modalities.
In this presentation, trainers of healthcare interpreters will be presented with key points to consider when training interpreters in the use of remote modalities. Special attention will be given to the following areas: interpreter workspace, preventing on-the-job injuries, and strategies to identify and correct real-time barriers to effective communication during the interpreted medical encounter. Interpreter trainers will gain awareness of the importance of preparing interpreters to use remote modalities effectively and for the safety of themselves and the patient.
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.
In this workshop, we discuss the use of demand control schema (DCS) as a framework for making ethical decisions in interpreting and as a strategy for professional development. Within healthcare, there are a wide variety of specializations. While it is not realistic to expect that interpreters be intimately familiar with all of these settings, they are often faced with the challenge of navigating the demands in unfamiliar medical environments. This workshop examines strategies used by interpreters to facilitate effective communication in one of these specialized settings – genetic counseling.
Traditionally, interpreter training programs focus on the technical aspects of the job, along with an emphasis on rule-based approaches to ethical decision making. However, ethical decisions require thoughtful consideration and reflection of the entire setting, including linguistic skills, ongoing analysis of the subject matter, interaction among discourse participants, cultural knowledge, and the resilience to make moment-by-moment decisions.
This workshop exemplifies that interpreters who are well versed in DCS are better equipped to analyze the interpreting situation than those without DCS training. A structure will be provided for discussing the work using non-judgmental, evaluative, concrete language, which can be used for guiding interpreters to recognize the impact they have on the interpreting environment
Interpreter trainers will gain an appreciation for their responsibility to impart the concept of interpreting as a practice profession that requires professional development, including mentoring and performance feedback, throughout the professional interpreter’s career.
Learning Objectives:
To recognize the components of interpreting that categorize it as a practice profession.
To understand the use and benefits of DCS for effective interpreting practice, and ethical decision-making in content-specific medical specializations, such as genetic counseling.
To learn about the importance of supervision in practice professions and how to utilize the DCS framework for effective supervisory conversations.
This webinar will help healthcare interpreter trainers gain an understanding of our field’s complexities and trends in order to develop a vision for the future of our profession that includes language access provided by highly trained interpreters and the development of specialization. The presentation will include a brief historical overview of healthcare interpreting and will address different factors that impact the status of medical interpreting, including policy and advocacy, education, certification, technology, medical academia, T&I community, market research, and the impact of COVID-19. Tips and strategies to address these topics in training will be offered as well.
Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar.
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
This “Part 2” of the webinar-based panel discussion features managers who are based in teaching hospitals or children’s hospitals. The panelists will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) optimization of available resources, 2) flexibility in transition, 3) gaining senor leadership support, 4) good things that have come as a result of the pandemic, and 5) much more!
Time will be reserved for a moderated audience Q&A.
Note: This is the second in a two-part series. Part 1 of this series took place on December 11, 2020, and the recording is available on the NCIHC website.
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
In this webinar-based panel discussion, panelist from different regions of the USA will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) interpreter safety measures and wellness, 2) guaranteeing interpreter services for providers and patients, 3) collaboration among different stakeholders to achieve the goals, and 4) insights for managers to adapt or adopt in their unique setting. Time will be reserved for a moderated audience Q&A.
The webinar seeks to demystify a rape or sexual assault encounter for interpreters. To provide the interpreter with an understanding of what is rape, sexual assault, victimology, violent crimes, myths and facts. With the intent of creating a broad base of knowledge on the topic to be prepared to interpret while staying with the confines of the role. To recognize if they have the capacity to handle the emotional context of this work, that can cause vicarious trauma or haunt the interpreter for a long time. The code of ethics will be reviewed, to discuss boundaries, they will learn about the national statistics on rape and sexual assault (female/male), how to approach an LEP/Deaf victim, the best “mode” of interpretation, and many resources for pre, post, and during the session. Graphic language, visual of areas that are most impacted during a rape/assault will be shown, as well as an in-depth explanation of a medical forensic examination, and a video of the exam. The intent is to demystify it and educate so there isn’t apprehension when you are requested for an interpretation and to know if you are able to faithfully interpret.
Learning Objectives:
1. Build a foundation of understanding, best practices, and understanding of the role of the interpreter in a rape or sexual assault interpretation.
2. How to best serve the LEP patient, while staying in the interpreter role, in a situation that is emotionally charged and has legal connotation.
3. Know best practices, preferences, how to engage the legal aspect of the encounter, working with officers.
To understand the EMT / Ambulance impact on the patients care and the medical exam in the emergency room.
4. Will have a clear view of how to serve the LEP and all those involved in the encounter/session with precision, empathy, and without ever stepping out of his/her role.
In this webinar we will look into the evidence that has emerged from the in-depth analysis of authentic video-recorded medical consultations and semi-structured interviews with patients, doctors and professional interpreters and we will discuss the ways in which this evidence can be translated into education and professional practice. We will begin with a brief introduction to empathic communication in (multilingual) healthcare communication and we will identify a number of factors that contribute to or hamper the co-construction of empathic communication in interpreter-mediated clinical encounters. We will do so by drawing on the actual patient-interpreter-doctor interaction and on their perceptions of it. At the end of the webinar participants will have gained a thorough understanding of the complexity of empathic communication in interpreter-mediated clinical encounters and will be able to make better-informed decisions at the level of interaction by reflecting on their own, the patients and clinicians’ communicative behaviors. Being able to effectively co-construct empathic communication in clinical encounters is of paramount importance as empathy is a basic component of therapeutic relationships, it has demonstrably improved patient enablement and doctor satisfaction, and it may be a precondition for patient-centered decision making.
Learning Objectives:
1. Distinguish between facilitating and hampering communicative behaviors in the co-construction of empathic communication in interpreter-mediated clinical encounters.
2. Reflect on the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
3. Assess the impact of the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
4. Demonstrate specific communicative and interactional strategies for co-constructing empathic communication in clinical encounters to interpreter students.
In March 2020, interpreter educators all over the world faced the need to quickly adapt to remote or online delivery of their curricula in response to the spread of COVID-19. We may need to continue with remote or online delivery through the rest of 2020, and possibly beyond. Remote teaching and learning, whether delivered synchronously or asynchronously, is qualitatively distinct from face-to-face teaching and learning. Many interpreter educators have had to race against the clock in their effort to design and adapt face-to-face materials and activities to continue delivering courses in remote or online mode.
The NCIHC Home for Trainers webinar team wants to explore the lessons that interpreter educators have learned during this transition. To that end, we have convened a group of interpreter educators for a roundtable-type discussion titled “Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted their Programs in Response to COVID-19 Restrictions” Panelists will reflect on their experiences adapting curricula, lesson plans, and learning activities, and will share their recommendations for trainers, relevant resources, and plans for the future.
This document summarizes a webinar presented by Mara Youdelman on the state of language access under Section 1557 after the Trump Administration issued new final regulations in June 2020.
The new regulations made several changes to the 2016 final regulations implementing Section 1557, including repealing many nondiscrimination protections based on gender identity and sex stereotypes. Regarding language access, the new regulations put the "four factor test" for determining when language services are needed directly into the regulations. They also removed many specific requirements around translation of documents, notices, and taglines. However, Title VI and the HHS LEP Guidance still remain in effect. Overall, the new regulations reduced some language access requirements but entities are still
In the second segment of this two part series, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord and an interpreter herself, will further address vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Professionals working in healthcare, in court, in jail, with refugees, with child protective services, with victims of abuse, or in war zones most likely experienced high levels of stress, suffered vicarious trauma, or felt vulnerable during their everyday work. However, there are limited resources specifically available for interpreters. Participants will be provided with additional practical tools from various sources that have been specifically adapted to help interpreters prevent and/or mitigate the effects of vicarious trauma before, during and after difficult interpreting encounters.
Webinar attendees are encouraged, but not required, to view the recording of the previous webinar on this topic: How Not To Hurt: Teaching Trainers about Vicarious Trauma and Interpreter Self-Care
Learning Objectives:
1. Identify the potential impact of vicarious trauma on work performance and quality of life.
2. Identify a variety of practical tools that can be used by interpreters to mitigate the effects of Vicarious Trauma and stress before, during and after the encounter.
3. Develop a network of support.
Providing interpreting services during times of crisis, specifically in response to the COVID-19 pandemic, is a shared priority among all language access stakeholders - interpreters, managers, interpreter referral agencies, patients, and healthcare providers. Delivering interpreting services via remote modalities offers one possible solution to minimize the risk of exposure and transmission of contagions. In this presentation, the panelists will address practical areas of concern and consideration for all stakeholders when transitioning from an on-site model to a remote model for interpreter services. The presentation will focus on delivery of both spoken and signed languages and include a moderated Q&A to address attendees' questions and concerns as best possible.
1. Guidance for interpreter services managers and agencies on how to set up an emergency call center for Over-the-Phone Interpreting (OPI) and/or Video Remote Interpreting (VRI) and how to support staff interpreters in this transition
2. Guidance for interpreters on transitioning from in-person to remote to make their service delivery smooth and less stressful, especially for those who have never done remote interpreting before
3. Tips for healthcare providers in working with remote interpreters and strategies to ensure effective communication when adapting to the transition
This webinar will include a discussion with two individuals who work in the mental health field and rely on interpreters to facilitate interactions with non-English-dominant clients. This is an important topic due to the relatively new involvement of psychologists as expert witnesses during the immigration process, increased sensitivity to language and cultural factors during criminal legal cases, as well as the broadening demographics of other individuals utilizing mental health services. Historically there has been a significant lack of mental health services available to individuals who do not speak English. Finding ways to meaningfully assist this underserved population has become important as it relates to basic human rights as well as legal rights, and adjusting services to reach a broader audience in an ethical manner is a current objective in the mental health field.
Learning Objectives:
1. Trainers should be able to help students differentiate the different possible roles of a mental health provider in different settings, and identify a broad range of locations where interactions might occur.
2. Trainers should be able to help students understand the challenges and limitations experienced by mental health professionals when working with patients/clients who do not speak English.
3. Trainers should be able to help students clarify their role in a mental health interaction, and how to increase their effectiveness while improving communication for all involved; including, but not limited to, pre-session, type of interpretation, additional information that might be helpful to the mental health professional, and things that might impede the provider’s goals.
This document discusses issues related to providing interpreting services for detained immigrants in removal proceedings. It begins with an overview of the agencies involved in detention and removal proceedings, as well as common health issues faced by detained immigrants. It then discusses the conditions in detention centers, including issues related to medical care and recent litigation around treatment and conditions. The document provides guidance on logistics and technical aspects of interpreting in detention centers and clinical domains interpreters should prepare for, including medical terminology, mental health evaluations, and trauma-informed practice. Overall, it emphasizes the importance of protocols, confidentiality, and understanding the complex legal and health issues faced by detained immigrants.
The document describes a webinar presentation on teaching sight translation given by Rachel Herring for the National Council on Interpreting in Health Care. The webinar covered an overview of sight translation and its uses, challenges of sight translation as a performance skill, approaches to teaching and practicing it, and considerations around deciding when to sight translate. The webinar provided techniques, tips, and sample scripts for teaching sight translation effectively and addressing common situations interpreters encounter.
This document discusses strategies for delivering interpreter training that incorporates language-specific and bilingual instruction. It defines key terms and explores reasons for choosing the language of instruction. Various learning activities are described that benefit from language-specific or bilingual approaches, including skills-building exercises, healthcare terminology development, and addressing complex concepts. The document also covers engaging language experts in developing and presenting training and adjusting teaching methods for online versus on-site delivery formats.
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Here are some key objectives of communication with children:
Build Trust and Security:
Establish a safe and supportive environment where children feel comfortable expressing themselves.
Encourage Expression:
Enable children to articulate their thoughts, feelings, and experiences.
Promote Emotional Understanding:
Help children identify and understand their own emotions and the emotions of others.
Enhance Listening Skills:
Develop children’s ability to listen attentively and respond appropriately.
Foster Positive Relationships:
Strengthen the bond between children and caregivers, peers, and other adults.
Support Learning and Development:
Aid cognitive and language development through engaging and meaningful conversations.
Teach Social Skills:
Encourage polite, respectful, and empathetic interactions with others.
Resolve Conflicts:
Provide tools and guidance for children to handle disagreements constructively.
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Support children in making decisions and solving problems on their own.
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Offer comfort and understanding during times of distress or uncertainty.
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Offer clear instructions and explanations to help children understand expectations and learn new concepts.
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