Working with Interpreters for Speech Language Evaluations
$22.00
Course Type: Video - 1 1/2 hours (0.1 ASHA CEU)
ASHA Course Code: Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy – 7030
Working with interpreters is becoming more common, and is often a necessity, when providing services to culturally and linguistically diverse populations. Gain important skills needed to train qualified interpreters. Skills include appropriate vocabulary and cultural considerations necessary for effective communication with parents regarding disabilities, services, and rights.
Share
Tweet
LinkedIn
Pin
Email
| Population | Early Childhood, School Age |
|---|---|
| Topics | Diversity, Equity, & Inclusion (DEI), SLP Professional |
| Duration | 1.5 hours |
| Credit | .15 Continuing Education Units |
| Format | Video |
Financial Disclosure: Ellen Kester, Ph.D., CCC-SLP. Dr. Ellen Kester is the owner of Bilinguistics and receives a salary. Bilinguistics receives royalty payments for online courses.
Non-Financial Disclosure: Ellen Kester does not have any non-financial relationships to disclose.
Many professionals are having to evaluate and treat children from multicultural backgrounds and communicate with parents who do not speak English. Because of this, the use of interpreters is becoming a more common occurrence. Cultural differences and language nuances can unintentionally affect how a message is transferred from one language to another causing confusion and misunderstandings, and thus, frustration for all. The ability to simply speak a language is not sufficient (Langdon and Cheng, 2002). As case managers, it is our responsibility to inform parents of evaluation processes, evaluation results, rationales for services provided, and the parents’ and child’s rights. In addition, cultural differences and inconsistencies between languages can affect speech and language assessments and treatment. Therefore, it is important to be aware that complexities and differences exist in other languages in order to successfully communicate ideas from one language to another and to properly evaluate a student.
Participants will:
Describe procedures for working and collaborating with interpreters during speech and language assessment, treatment and speaking with parents in ARD/IEP meetings.
Describe cultural issues when working with students and families from other cultures, with emphasis on the bilingual Spanish-English population
Use or inform interpreters of appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents
Time-Ordered Agenda:
05 minutes: Introduction
10 minutes: The Need for Interpreters
15 minutes: Selecting Evaluation Personnel
15 minutes: Linguistic Considerations
15 minutes: Cultural Considerations
10 minutes: Knowledge and skills of interpreters
15 minutes: The interpreting process
05 minutes: Summary
Need CEUs?