Product Description

Designed for all who work with the heterogeneous population of students with hearing loss, Best Practices in Educational Interpreting, Second Edition, offers state-of-the-art information for interpreters in primary through higher education settings. This text provides a comprehensive, developmentally organized overview of the process of interpreting in educational settings. Issues and methods are presented from a practical orientation, with representative cases that illustrate the topics. Readers learn about the changing needs of students are deaf and hard of hearing as they move from primary school through college. It is an ample resource as a stand-alone book and serves as a perfect supplement to a widely recognized "good books" library on deafness.

Product Details

• Amazon Sales Rank: #383926 in Books
• Published on: 2003-06-16
• Original language: English
• Number of items: 1
• Binding: Paperback
• 288 pages

From the Back Cover
Designed for all who work with the heterogeneous population of students with hearing loss, Best Practices in Educational Interpreting, Second Edition, offers state-of-the-art-and-science information for interpreters in primary through higher education settings. This text is a comprehensive, developmentally organized overview of the process of interpreting in educational settings. Issues and methods are presented from a practical orientation, with representative cases that illustrate the topics. Students learn about the changing needs of the hearing impaired as they move from primary school through college.

New to this Edition:

• New information on language learning from infancy through adulthood, providing readers with a broader scope of knowledge in language learning and the interpreter's role in matching language in the educational setting to the advancing language levels of the consumers (Ch. 3, 4, 5 & 6).
• Up-to-date news on technology in the field, including expectations for cochlear implant students of various ages, explanations of how to use assistive technology, and information on how to incorporate technology into one's professional development as an interpreter.
• Current information on the status of educational interpreting that provides readers with updates on the state of the nation's educational interpreting in K-12 and in higher education settings and offers insight to the rapid growth of interpreters, particularly at the post-secondary level.
• Cases addressing current issues surrounding new technology, new demands on interpreters, and new ethical dilemmas.

Deaf People: Evolving Perspectives from Psychology, Education and Sociology, 1/e
Jean F. Andrews
Irene W. Leigh
Tammy Weiner
Order No. 0-205-33813-5

Psychosocial Aspects of Deafness, 1/e
Nanci A. Scheetz
Order No. 0-205-34347-3

Learning American Sign Language: Levels I and II- Beginning and Intermediate, 2/e
Tom L. Humphries
Carol A. Padden
Order No. 0-205-27553-2

Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways, 1/e
Susan R. Easterbrooks
Sharon Baker
Order No. 0-205-33100-9

Customer Reviews

First book written concerning interpreters and education
Ms. Seal has put together a valid and worthy book about the need for changes in how interpreters are trained who will be interpreting in education environments. With the push for inclusion and placement of deaf and hard-of-hearing children in public schools, it is more than about time that someone wrote concerning the need for more intensive training of interpreters to keep up with the knowledge base and subjects that are required in school. In a situation where information is received non-directly from the teacher, if the interpreter doesn't know or understand the subject, faulty information is given to the student. Yet when the student makes the mistakes on testing because of misinformation, it is they who must pay the price. This is not a funny subject, but since I've been through college with a variety of interpreters with different abilities, I understand of what Ms. Seal speaks. In a neuroscience medical class, an interpreter who was hired because he was cheap and had no certification, misinterpreted the medical term 'olfactory' as 'old factory'. That was bad enough for an adult, but to give that type of information to children on which to base continued learning would be a crime. This book should be read by all those in special education and those training interpreters throughout the U.S.--it should definitely be required reading, and I plan to use it in future teaching and recommendations to science teachers through out the U.S. Karen Sadler University of Pittsburgh