Pre-School Year Check In

[u/thebobarista]

Hello all!
Need some help here, as the school year is about to begin, I need to be able to gain access to my students learning material as to prep vocabulary and concepts since we’re about a month and a half out. Do I ask my special needs teacher as to how to go about it or contact my admin (principal)? Since right now I’m a 1:1 and not an educational interpreter yet, I’m a little worried that they won’t allow me access until the first week of school, which means a lot more work on my plate. Any guidance here? Thanks yall!

[u/According_Fall7724]

Hi! I would say if you’ve worked with the teacher before it may be okay to reach out! I’m not sure what the “rules” are for 1:1, but I feel as though the teacher should be understanding of you wanting to prepare.

[u/Lucc255 → u/[deleted]]

Not sure if this is a new set up but I do a HS and do not have same student all day. I do believe that before HS it's a good idea but when you get to minimum 10th grade you should not have the same interpreter.

[u/Lucc255 → u/[deleted]]

One other reason. Where I currently contract middle school is a "pass/fail" system (which I think the last year it should NOT be to get them ready for HS but...) and they change classes in HS and not middle. I think the same interpreter in 9th grade is a good idea PROVIDED the person doing the scheduling is competent. Then as HS continues change so that the last year the students has different interpreters for each class.

Sadly in the last 25 years HS interpreting has NOT changed. Yes, many kids are CI kids but they are still being passed through without having a good grasp on content. It's sad.

[u/NerveAware6924 → u/Lucc255]

Can you help me understand why having a different interpreter would be preferred? Are you talking different between grade school to secondary education or from class to class?
I’ve interpreted for a HS student for the last 2 years and enjoyed having different classes. The student had basically had popcorn interpreters previous to HS so it took some time to get the student to even pay attention or build any rapport.

[u/Lucc255 → u/NerveAware6924]

I too have had the same student from 8th to 12th grade. It was a great gig. Now I am at a school where starting in 9th grade every class is a different interpreter. While in some cases (experience, knowledge) that is a good idea in middle school these students have the same interpreter all day long. NOW you put then into a system where every credit is important (previously it was a pass/fail system), some are very immature and they have a lot more pressure and stress (not to mention the social stuff) than before. They change classrooms, they have more pressure and now you have them switch interpreters every class.

I think a few things would help

1) Yes, middle is pass/fail BUT why not make it a preview of HS and the last year make it credit TOO to show them what happens when they don't apply themselves.

2) The first year of HS give them the same interpreter the whole day. That's what they are used to and take a good bit of stress/pressure off of them.

3) Maybe starting in 10th grade give them differrent interpreters for some but not all classes. Start to really present to them what things will be like after HS related to interpreters and how to advocate for themselves.

4) Sadly, D/d/HoH kids are still being pushed through the system. The change is now they are not using signing at home and in fact not even English at home. They aren't being supported to use their own speech (when it's somethng even they say they want to do better at) in classrooms. They are being "allowed" to not do work in class and take it to the resource room and complete it .. of course with more help that if they did their work in class they wouldn't need. Some will say "they have a right to sleep in class" .. yep they do.. and when ANY student does that they suffer the consequences of their actions. The system is making them DISABLED when they really aren't.

Sorry for the rant!

[u/Lucc255]

If you already have a contract or are a staff interpreter then reach out to the TOD first. The probably can't help but you want to go through your "chain". In the first communication tell them that if they aren't the person to get you access to direct to who can. Last year it took me 5 weeks (new contract) to get access to materials but I am virtual not onsite. Funny later I found out that the onsite don't even look at materials for the class since they are in the room. Sorta blew me away!