SUPPORTING CLASSROOM INTERPRETERS

BY LENA STAVELY

It was our priority this year to support ASL fluency in interpreters throughout the state. We successfully developed tools and resources to meet that goal - including fingerspelling workshops and discussion groups.

Statewide interpreters participated last fall in a 10-week series for improving their fingerspelling comprehension. Weekly homework enhanced their receptive fingerspelling skills while monthly two-hour Zoom-based discussion groups grounded their individual investments. Interpreters’ weekly tasks throughout the school year drew from resources from the CATIE Center’s Graduation-to-Certification program, Patrie and Johnson’s text, Fingerspelled Word Recognition through Rapid Serial Visual Presentation, and facilitator-produced materials that use fingerspelling as source texts. Interpreters received six hours’ worth of CEUs for their participation in the series, although they invested much more time than that. Participants reflected positively on their experience:

“I loved the video resources. The drills also helped change my approach to reading fingerspelling.”

“The readings and exposure to new theories made the biggest difference for me.”

“Thank you. I feel better prepared to tackle this impossible work.”

School district interpreters were offered the following professional development opportunities:

• “Students with Hearing Loss: Implications in the Classroom”

• “Receptive ASL: Practice and Improvement Plan”

• “Expressive ASL: Practice and Improvement Plan”

• “The K-12 Interpreter as a Language Specialist”

In addition, they received more than 80 hours of individual tutoring focused on the language needs, individual goals, test-taking skills, the ability to participate in educational teams, and ASL fluency of students receiving interpreting services.

Many districts are struggling to find personnel who can deftly change to meet the needs and grow language and academic skills of Deaf students who need ASL supports. Our team provides consultation regarding students’ readiness to benefit from interpreting services. Nine districts have evaluated student readiness to use interpreting services.

By growing and strengthening the statewide network of ASL supports, New Mexico’s Deaf students can be better served in all settings.