Student Development

Question 1

What can help deaf and hard of hearing students develop language that is more age-appropriate to hearing peers?

Answer 1

early detection of hearing loss

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 2

What might hearing families struggle to provide deaf and hard of hearing students?

Answer 2

access to a fluent language early in development

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 3

Most deaf and hard of hearing students are born to who?

Answer 3

hearing families

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 4

What can help facilitate young student learning?

Answer 4

attachment

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 5

Students develop notions about their ability to achieve at what age range?

Answer 5

6-11 yrs

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 6

What terms are used to describe a student’s perception about their ability to achieve?

Answer 6

industry and inferiority

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 7

How does inferiority develop?

Answer 7

negative experiences at home, school, or with peers

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 8

Feelings of incompetence lead to what?

Answer 8

Inferiority

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 9

When do students develop the capacity to work and cooperate with others?

Answer 9

6-11 yrs

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 10

What kind of development is equally important to the development of factual knowledge in school?

Answer 10

ability to work and cooperate with others

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 11

What is autonomy?

Answer 11

Independence or Freedom of a person

http://dictionary.reference.com/browse/autonomy

Question 12

When does student autonomy change?

Answer 12

as they mature

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 13

When do students become more autonomous and demonstrate more initiative?

Answer 13

adolescence

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 14

Is autonomy healthy?

Answer 14

yes

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 15

Why do interpreters need to keep autonomy in mind as a student matures?

Answer 15

so they can reduce the amount of support they provide

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 16

Identity formation is important in what period?

Answer 16

adolescence

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 17

What may contribute to identity confusion for an adolescent?

Answer 17

weak sense of trust, autonomy, or initiative

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 18

What might identity confusion lead a young person to be unprepared for?

Answer 18

challenges of adulthood

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 19

At what stage do young people explore their identity and values?

Answer 19

adolescence

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 20

What does an interpreter need to be sensitive to during adolescence?

Answer 20

the student’s need to explore identity independent of the interpreter

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 21

What should an interpreter consider when responding to student inattentiveness?

Answer 21

student maturity

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 22

Are interpreting skills the same for older and younger students?

Answer 22

No

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 23

Is the same value placed on interpreting for younger and older students?

Answer 23

Yes

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 24

Why might younger students generally need better skilled interpreters?

Answer 24

They are developing language skills and are less capable of repairing interpreter errors

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 25

How might an interpreter better understand a student’s current level of functioning?

Answer 25

Review the IEP with other member of the team

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 26

Can bonds between student and professionals be healthy?

Answer 26

Yes

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 27

What kind of boundaries should interpreters maintain?

Answer 27

professional boundaries

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 28

When might same-gender interpreters be more comfortable to students?

Answer 28

Adolescence

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 29

Throughout the school age years, peer relationships are very important for which kinds of development?

Answer 29

Social and Cognitive

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 30

At which age group do friendships involve a great deal of communication?

Answer 30

Middle School

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp

Question 31

Why might peers view a student as socially awkward?

Answer 31

Lack of age-appropriate pragmatic skills

http://www.classroominterpreting.org/EIPA/standards/studentdev.asp