Providing Qualified Interpreters for Deaf Students According to NCLB, IDEA and ADA ACTS - Report Example

Providing Qualified Interpreters for Deaf According to NCLB, IDEA and ADA ACTS Introduction The main aim of the paper is to look at the laws that are present in protecting the deaf students from various problems they may face when dealing with their educational setting. Different laws have been created to make deaf students comfortable in the educational setting. The paper will look at how well deaf students are included in school curriculums and how well they are treated when learning in the same classrooms as non-disabled people. The paper will look at the history of the laws that are in place and how they came to be. The paper will look at the formulation of the laws regarding the deaf students and will look at when they became implemented in the United States. This paper will look at the way in which deaf students benefit from qualified interpreters. The research will show how qualified interpreters can impact deaf students in various levels of education from elementary and also secondary students. The paper will also show how using qualified interpreters will lead to better educational performances from the students. The laws put in place by the ADA permitted the deaf to have education with accommodations for communication such as having interpreters (Bentley – Sassaman, 2010, P.21, Par.1, L.1-3). Another aspect the paper will look at is how the law acts of the No Child Left Behind (NCLB), Individuals with Disabilities Education Act (IDEA), and Americans With Disabilities Act (ADA) have impacted the overall the deaf students and how deaf education is turning out to better than it was before the implementation of the acts. Finally the paper will look at the future aspirations of the interpreters in schools and how the interpreters will improve on their work based on students responses on what can be done better by providing qualified interpreters. Background There are laws created that protect the deaf students in order for them to have a conducive environment for learning. In the year 1975, public law launched the education system for disabled children enforced by the formulation of the Education for all Handicapped Children Act. The creation of the laws regarding handicapped children, requirements were set up for an Individual Educational Program (IEP). The laws created led to the formulation of the rehabilitation act that enforces the need for an educational interpreter for the students who need it (RID, 2010, P.1, Pa.2-3, L.1-13). Most of the interpretation done for the deaf in the world is done by people who are not specially trained in that particular discipline. Most interpreters are usually community interpreters who use the skill to communicate to their family and friends. In the United States during the 1970s, national laws started the authorization of services to the disabled which aimed at improving job opportunities and also enhancing the quality of education for deaf people (Moody, 2011, P.2, Pa.5, L.2- 7). The laws put in place are there to help the disabled individuals to be protected from certain aspects in society such as discrimination. The bodies that provide the law are there to provide the same opportunities for employment, government services and also transportation as non- disabled individuals (United States & United States, 2001, P.1, Pa.2, L1-5). Discrimination of the deaf individuals does not happen only in the social setting but also during employment. The deaf may be discriminated in such a way that will prevent them from following their opportunities. ADA forbids prejudice in all employment practices such as hiring, firing compensation and training of the deaf (United States & United States, 2001, P.2, Pa.2, L.5-9). The employment discrimination protects the disabled individuals who prove they are qualified. Also on employment, there should be ample accommodation for those with disabilities. By accommodation, it means that, any changes that happen in the job and that affect employees should be considered for the disabled employees. Some of the instances in which accommodation should be practiced for the deaf happen when, the job is modifying equipment, and the disabled individuals should be taught how to use the new equipment (United States & United States, 2001, Pa5, Pa2, L8-17). IDEA has not yet set a standard to be used by educational interpreters. NCLB is the body that addresses highly qualified interpreters. The interpreters are held to the provisions of this law because IDEA has not yet set a standard. This provision is inclusive of the interpreters since there are no standards set for educational interpreters (Individuals with Disabilities Education Act, 2003, P.1, Pa.2, L.1-4). To ensure effective communication between the deaf and the hearing or the visually impaired individuals, the ADA gives provision on using appropriate auxiliary services that will include the use of interpreters. In the educational setting, the use of supplementary services to improve communication will enhance the quality of education for the deaf and will also improve the inclusion of the deaf in classroom settings (United States & United States, 2001, P.15, Pa.1, L.3). Quality service from interpreters is important for deaf students throughout their educational lives from elementary to collage level. Communication between the deaf and the hearing individuals is the main reason supplementary methods of communication were created. The aim for effective and easier ways to communicate brought about the seeking for other methods of communication that the hearing and the deaf could engage each other efficiently. The intellectual growth of the students is affected by how well interpretation of communication is done. Poor communication will affect certain aspects of the students such as their social intercourse and emotional attitude (IDEA, 2003, P.1, Pa.1, L.1- 9). The performance of the deaf students in the educational front is also dependent on the kind of quality of interpreters. For this reason, the performance of the students will be poor if the interpreter is not skilled enough (Individuals with Disabilities Education Act, 2003, P.1, Pra.2, L.1-4). Many students learning to become interpreters will face challenges in maneuvering through the boundaries both with the deaf and hearing individuals (Marks, 2012, P.2, Pa.2, L.1-2). In order to maintain quality service from interpreters, the interpreter will have individual skills that will be considered when assigning the interpreter with a student. (RID, 2010, P.1, Pa. 5, L.4- 9). Sign language interpreters are not passive agents of communication but are found to be an active channel in the interpretations they are involved in (Marks, 2012, P.2, Pa.2, L 5-7). If an interpreter is poor, the deaf will not benefit from the classrooms and the objective of inclusion will not be met. This shows that, the quality of interpreter who is dealing with the deaf is an important factor in helping the deaf in the classroom and in the social setting inside and outside the classroom (Individuals with Disabilities Education Act, 2003, P.1, Pa.2, L.1-4). Interpreting is a difficult task that is prone to mistakes; however, interpreting is also an easier way for teachers to transmit the content of the course the students are learning. In order for the deaf to be affected by this method of communication, the interpretations have to be accurate (McCray, 2013, P.28, Pa.2, L.5-10). When an interpreter is not highly qualified, they will not provide students with access to free appropriate public education (FAPE) In order to maintain quality service from interpreters, the interpreter will have individual skills that will be considered when assigning the interpreter with a student. (RID, 2010, P.1, Par.4, L4-5). Some studies show that there has been evidence showing the certain complaints most students have with their interpreters (McCray, 2013, P29, Pa.2, L.1- 3). The evidence was collected through interviews with students. One of the complaints about their interpreters is the lack of professionalism and linguistic skills. This shows that an interpreter will have an influence on the students educational performance. The interpreters competence in transmitting the message across to the deaf student is also a way in which will influence the students feeling towards the interpreter and also towards the school. Providing quality interpreters will impact the students in a positive way. Poor professional behaviors by interpreters are also a major concern with the interpreters (McCray, 2013, P.29, Pa.2, L.5-10). Another reason to have quality interpreters in schools is that, the relationship between the deaf and hearing will be enhanced. The interaction between these two individuals is surrounded by the power of communication. If there isn’t any fluent communication between the deaf and the hearing, the deaf individual is the one to lose since he will be at a linguistic disadvantage (McCray, 2013, P36, Par.3, L1-5). The main role of interpreters is to effectively facilitate communication between the deaf and the hearing individuals (RID, 2010, P2, Par.2, L.1- 4). Other aspects of the deaf learning process that will be affected due to poor interpretation will include the language development. The interpreter is the model language for the child. If the interpreter is poor, he/she will model poor language for the student. If the interpreter has problems interpreting certain disciplines, this will lead to barriers in both the academic and linguistic aspects of the deaf students who are main streamed (Szymanski et al., 2013, P.8, Pa 1, L. 3-5). Another aspect that will be affected by poor interpretation will be social communication. Social communication refers to the factor of the deaf inclusion in the social world. With poor interpretation, the deaf understanding of the language will be slow making it hard for the deaf to communicate effectively in a social setting (Individuals with Disabilities Education Act, 2003, P.1, Pa.2, L.1- 9). In order to be considered a qualified interpreter, certain qualifications set up by the Registry of the Interpreters for the Deaf (RID) need to be met. The essential role of an interpreter will be to facilitate the communication between the hearing and the deaf (Registry of Interpreters for the Deaf, 2000, P1, Pa2, L.1). Providing a qualified interpreter will mean that the interpreter has some of the following attributes. An ideal interpreter will recognize the deaf community has needs and will look for ways to meet them (McCray, 2013, P39, Pa2, L1). A qualified interpreter will have good attitude. A good attitude will give the deaf community and those the interpreter is in relations with a sense of trustworthiness. A qualified interpreter will also know how to show respect to the deaf community and how to handle the power of hearing over the deaf individuals (McCray, 2013, P39, Pa2 L5). The interpreter will have to adopt a modality that will place the needs of the child first (Szymanski et al., 2013, P.7, Pa 4, L. 1-5).These are some of the qualities a good interpreter will show. Interpreting is a field that encompasses more than just the knowledge of sign language (Walker, 2011, P4, Pa2, L8-17). Knowing sign language will not necessarily make one an expert in interpreting (Registry of Interpreters for the Deaf, 2000, P2, Pa5, L1). The deaf hearing clients who use services of a poorly trained interpreter may lead to the individual not being able to understand the interaction (Bentley-Sassaman, 2006, P3, Pa1, L7- 10). Within this time, the interpreter will increase his knowledge and experience in connecting with his audience. One of the qualification factors for interpreters will be that qualified interpreters will be that the interpreter should have the proper credentials in order for them to be considered viable in the field. As history suggests, most of the interpreters have not gone through formal training and are usually self-made through practicing on their friends and family (Moody, 2011, P2, Pa4, L2- 7). To be a qualified interpreter, one is to have the proper certificates. RID gives certificates to those who successfully pass the national exam (RID, 2000, P2, Par.6, lines1-4). The national exam is inclusive of tests on the interpreters judgment on professionalism, deaf culture, and ethics. To be considered a qualified interpreter, these aspects will be the ones to be considered to show if the individual will give quality service. Interpreting on an educational level is a challenging. The interpreter will have to know the course content in depth in order to make the students understand fully. The teacher will also have to learn about the development of students depending on the level they are in either elementary or college (RID, 2000, P2, Pa7, L1- 6). It is also important that interpreter know how they can influence enhanced communication between the deaf students and the interpreters. The required qualifications based on IDEA are that, the interpreters should have a bachelor’s degree in education. They will have to pass a national test; and will have the need to enhance their professional development (IDEA, 2003, P.2, Par.3, C2, L.5-12). Due to the laws created and implemented, certain impacts are seen in deaf education. The Registry of Interpreters for the Deaf with other states requires that qualified interpreters should have the Educational Interpreter Performance Assessment (EIPA) as a necessary credential for them to work in an educational setting. For the interpreters to be recognized as certified members, they have to pass both the written and the performance component of the exam. These tests are standardized and the interpreters should be credentialed using the EIPA or the RID exams. In order to maintain quality service from interpreters, the interpreter will have individual skills that will be considered when assigning the interpreter with a student. (RID, 2010, P.1, Pa. 6, L.3-11). The introduction of laws in the early 1970s is the main reason that enabled the education of disabled children. The laws brought about the expansion of the disabled program which would seek to meet the needs of the disabled children (RID, 2010, P1, Pa2, L1-7). The laws also stipulated that public schools should offer free education. With these laws in place, it was clear that deaf students learning in general classrooms could not be educated without the presence of an interpreter. The Rehabilitation law set in place gives provision for all deaf students in classrooms to have an interpreter (RID, 2010, P1, Pa3, L1-4). The laws set in place are provided so that disabled individuals will have the same kind of treatment as any other person and will share equal opportunities in areas such as education and communal accommodation. The laws will protect the disabled individuals from mistreatment (United States & United States, 2001, P1, Pa2, L2-5). Through the experience interpreters have gone through, there are some future aspirations that they have in an attempt to better their services. For future aspirations, the interpreters will look at how to improve their current status in the schools they are teaching. Interpreters will look at the frustrations of the students and try to improve on those particular aspects. Some of the common aggravations from students are lack of proper professionalism. This is the lack of making professional and informed decisions when handling certain problems. Another nuisance stated by most students’ student is the lack of confidentiality. Confidentiality is the ability of another to keep individuals information (McCray, 2013, P103, Pa1, L6). Interprets can also look to improve their services by looking at the provisions given by IDEA. In order to improve the interpreters in America in the future, standards should e set that should be met by the interpreters. The required qualifications based on IDEA are; the interpreters should have a bachelor’s degree in education. They will have to pass a national test, and that the interpreters will have the need to further their profession. In addition to having these qualifications, the educational interpreters will also exhibit the following tendencies; the educational interpreter will be fluent in both English and sign Language. The interpreter will also be able to understand child signers and adolescent signers as well. They will also have knowledge of the content of the grade they will teach (IDEA, 2003, P2, Par3, C2, L.5-12). Conclusion In conclusion, having quality interpreters will enhance the way in which deaf students will perform in school and will also enhance the interaction between the teachers and the students making it easy for the teachers to relate with the students in creating a conducive environment for learning. The main law Acts looked at in the study are the NCLB, IDEA, and the ADA. These acts give out provisions for the interpreters to adhere to which act as guide lines in setting standards for quality interpreters. The acts are there to ensure the standards of the interpreters dealing with deaf students is high and that the students will have an easier time being included in classrooms and in the curriculum as a whole. From the paper, the interpreters have a guideline in which they can follow to ensure that they give satisfactory service to the students in the school. The guidelines to be followed by interpreters are taken from the responses from a survey done by deaf students about the effectiveness of interpreters and from the laws formulated. Some of the issues present about ineffective interpreters are that they are not open minded and that they are not motivated to teach the students. IDEA requires that all the deaf students to be incorporated in the classrooms and therefore it also gives the preferences of the qualifications the interpreters should have before they begin to act as interpreters for deaf students. Some of the preferred qualifications include a bachelor’s degree in educational interpreting and passing a national exam of interpreting. Using the law acts, interpreters will give good quality service to the students therefore, teaching and interaction with students becomes effective. References Bentley-Sassaman, J. (2006). Experiences and Training Needs of Deaf and Hearing Interpreter Teams. Ann Arbor, MI: U.M.I Walker, Jamie and Shaw, Sherry (2011) "Interpreter Preparedness for Specialized Settings," Journal of Interpretation: Vol. 21: Is. 1, Article 8. Available at: http://digitalcommons.unf.edu/joi/vol21/iss1/8 Moody, Bill (2011) "What is a Faithful Interpretation?," Journal of Interpretation: Vol. 21: Is. 1, Article 4. Available at: http://digitalcommons.unf.edu/joi/vol21/iss1/4 McCray Carrie (2013). A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters. Casandra Harper, MI: U.M.I Registry of Interpreters for the Deaf (2000). Interpreting in educational settings (k-12) Professional Standards Committee. United States., & United States. (2001). The Americans with Disabilities Act: Questions and answers. Washington, D.C.?: U.S. Equal Employment Opportunity Commission Registry of Interpreters for the Deaf (2010). An Overview of K-12 Educational Interpreting Individuals with Disabilities Education Act (2003). Fact sheet crisis in Educational Interpreting Services, Prepared by the Educational Interpreting Certificate Program (EICP) Work Group Marks, Annie R. (2012) "Participation Framework and Footing Shifts in an Interpreted Academic Meeting," Journal of Interpretation: Vol. 22: Iss. 1, Article 4. Available at: http://digitalcommons.unf.edu/joi/vol22/iss1/4 Szymanski et. al. (2013). Critical Needs of Students who are Deaf or Hard of Hearing: A Public Input Summary: Laurent Clerc National Deaf Education Center Gallaudet University, Washington, D.C. Read More