Resource Library
As an interpreter, I often find myself in unique positions because I navigate two worlds - the broader society designed for people who can hear and the communities of (and for) Deaf and Hard of Hearing individuals. My navigation accumulates beneficial knowledge. On this Resource Library, I:
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Share online resources that support educational stakeholders, including school interpreters, educational professionals, families, and students who are Deaf or Hard of Hearing, throughout the educational system.
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Demonstrate the following essential competencies for professional practice in the educational system.
School Interpreting Series (SIS) Standards
SIS Competency 1
Analyze educational laws, state regulations, and school protocols that influence U.S. public educational systems and structures, ultimately impacting deaf and hard of hearing students and the support provided by educational professionals. (Knowledge)
SIS Competency 2
Integrate child and language development knowledge into the educational experiences and interactions of a diverse body of deaf and hard of hearing students across their academic years. (Knowledge, Skill, & Attitude)
SIS Competency 4
Collaborate with educational professionals, respecting the collective contribution of the different roles and responsibilities in schools, serving the unique educational needs of each deaf and hard of hearing student. (Knowledge and Skill)
SIS Competency 10
Participate in academic activities that lead to the post-graduation pursuit of professional credentials, professional development in education and interpreting, and supervision and accountability. (Knowledge, Skill, and Attitude)
This page includes resources for: Education, Deaf Education, Related Services Organizations, Interpreting Support, Childhood Development, Accommodations, and an Overarching Reflection.
Education
START editing for Resource Library 1 assignment (continue until "STOP editing for Resource Library 1")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
U.S. Department of Education
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[A note that applies to all resources but is only mentioned here in the first resource - Remember to write about the resource through the lens of the theme (i.e., explicitly connect the resource and the theme).]
[State] Department of Education [add link]
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Individuals with Disabilities Education Act (IDEA)
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Common Core State Standards
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Deaf Education
CONTINUE editing for Resource Library 1 assignment (continue until "STOP editing for Resource Library 1")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
Laurent Clerc National Deaf Education Center
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
National Association of the Deaf - Deaf Kids
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
American Society for Deaf Children
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[State] Department of Education [add link] [Or replace with a School for the Deaf]
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
STOP editing for the Resource Library 1 assignment.
Related Services Organizations
START editing for Resource Library 2 assignment (continue until "STOP editing for Resource Library 2")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
Council for Exceptional Children
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[A note that applies to all resources but is only mentioned here in the first resource - Remember to write about the resource through the lens of the theme (i.e., explicitly connect the resource and the theme).]
American Speech-Language-Hearing Association
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
National Association of School Psychologists
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Interpreting Supports
CONTINUE editing for Resource Library 2 assignment (continue until "STOP editing for Resource Library 2")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
National Association of Interpreters in Education
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
EIPA Classroom Interpreting
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[State Department of Education or School District] [add link & update logo]
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[Select Either ASLCore! or Atomic Hands [add link & update logo]
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
STOP editing for the Resource Library 2 assignment.
Childhood Development
START editing for Resource Library 3 assignment (continue until "STOP editing for Resource Library 3")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
Language First
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
[A note that applies to all resources but is only mentioned here in the first resource - Remember to write about the resource through the lens of the theme (i.e., explicitly connect the resource and the theme).]
Setting Language in Motion - Clerc Center
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
NAD Position Statement on Early Cognitive & Language Development
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Accommodations
CONTINUE editing for Resource Library 3 assignment (continue until "STOP editing for Resource Library 3")
[Add an introductory paragraph summarizing the theme and the collective resources/content listed below. Connect the introduction of the listed resources to the appropriate SIS Competencies (see above).]
Hands & Voices
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Lead-K Family Support
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
National Deaf Center
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
Learning Disabilities Association of America
[Share the resource's purpose, its importance, and its support of educational stakeholders (specify which stakeholders) and the educational system (specify in what ways). Share the beneficial nature of this resource.]
[Highlight a page, a program, a specific resource/document, or whatnot, from this resource - something that stood out to you. Name your selection, link directly to it, summarize what it is, and explain why you found this selection extra beneficial to stakeholders (specify who) and the system (specify how).]
STOP editing for the Resource Library 3 assignment.
Overarching Reflection
You may be tempted to go ahead and edit the overarching reflection right now (before Week 16)...Wait! If you reflect too early, you will just summarize what you've written above, which is what you have learned. Writing reflections later allows you to synthesize more learning across different parts of the course, make deeper connections, and see more of your growth in why it matters and how it impacts your work as an interpreter in schools.
START editing for the School Interpreting Website assignment (continue until "STOP editing for the School Interpreting Website")
[Add an overarching reflection, which is a high-level summary of your learning that goes beyond listing/summarizing what you have added to the page. It should demonstrate your understanding of the topic, why it matters in the context of interpreting in schools, and how it connects to the broader educational system and your current/future professional practice. The overarching reflection should address the "so what" and the "now what" of professional practice as an interpreter in schools. It's your reflection, so write using a personal voice. Use "I" statements, not the generic "the interpreter."
In your reflection, show that you are a systems-thinking interpreter, someone who considers the systems (its values, structures, and processes), its people (their roles and responsibilities, and their relationships), and its goal (access and success for students). Here are some possible and optional guiding questions for this Resource Library page:
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How does this page's content shape your understanding of what it means to work as an interpreter in schools?
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Which resources seem most relevant to your current/future work, and why?
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How has this learning influenced the way you see your responsibilities - both interpreting and non-interpreting - in schools?
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How do these resources support your growth as a school interpreter and member of the educational team?
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What assumptions and values about interpreting and interpreting in schools were challenged or reinforced through this content?
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How can staying connected to professional resources - both interpreting and non-interpreting - strengthen your systems thinking?
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How might you use what you've learned from this page in your current/future professional practice?
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How might you use or share these tools to support collaboration and access for DHH students?
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Ensure that your reflection focuses on the theme of this page!
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For this Resource Library page, the focus is on curated tools, organizational links, and professional resources.]
STOP editing for the School Interpreting Website.
