| Best Practices in Educational Interpreting |  | Author: Brenda Chafin Seal
Publisher: Allyn & Bacon
Category: Book
List Price: $46.00
Buy Used: $6.78
You Save: $39.22 (85%)
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Avg. Customer Rating:  1 reviews
Sales Rank: 545057
Media: Paperback
Edition: 1
Number Of Items: 1
Pages: 269
Shipping Weight (lbs): 1.1
Dimensions (in): 8.9 x 6 x 0.8
ISBN: 0205263119
Dewey Decimal Number: 419.071
EAN: 9780205263110
ASIN: 0205263119
Publication Date: June 16, 1997
Availability: Usually ships in 1-2 business days
Condition: We ship daily! All orders ship out within 2 business days from OR. Your satisfaction is guaranteed! has moderate damages on cover,edge is dirty
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| Editorial Reviews:
Book Description
Over 22,000 deaf and hard-of-hearing students are currently enrolled in local school programs where their access to the language of learning is dependent on an interpreter. As a discipline, educational interpreting has developed quickly, without precedent. The need for a practical guide to the many issues and practices required to provide optimum access is finally met with this book. This book is a comprehensive overview of the process of interpreting in educational settings. Readers will understand the changing needs of the hearing impaired person as s/he moves from primary school through college. It is applicable to interpreters who use sign language, cued speech, and oral interpreting. An excellent resource for anyone working with deaf and hearing impaired students, including interpreters, regular teachers, parents, speech-language pathologists, and deaf educators. A Longwood Professional Book.
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| Customer Reviews:
First book written concerning interpreters and education September 24, 1999
30 out of 30 found this review helpful
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
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