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35: Educational Interpreters with Priscilla Blanco
480 Plays1 year ago
Priscilla talks about supporting students who use an educational interpreter in the classroom.
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Introduction to the Todd Pod and Guests
00:00:04
Speaker
Hello, and welcome to the Todd Pod, a podcast to support itinerant teachers of the Deaf and Hard of Hearing, SLPs, and other Deaf education professionals. I'm Deanna Barlow from Listening Fund, and today we're talking about working with educational interpreters with Priscilla Blanco. Thanks so much for being here, Priscilla.
00:00:21
Speaker
Hi, Diana. Thank you for having
Priscilla's Experience and Team Integration
00:00:23
Speaker
me. My name is Priscilla Barco. I have been working as a teacher at the deaf and hard of hearing for about six years now. I've worked in self-contained, inclusion settings, total communication programs, and mostly at a high school level, but I've done
00:00:38
Speaker
basically almost every grade you can probably think about. And I've just recently moved into itinerary work. Yeah, actually, we work together now, which is how we know each other. And I'm very thankful she's here to talk about interpreting, because that's just not something I've had a lot of experience with on my caseload. But Priscilla came from another program, especially high schoolers. She just has so much good stuff to share with us today. So I really appreciate it. I'm excited to be here. I'm excited to be here.
00:01:06
Speaker
If you could just tell us what your experience specifically is with working with educational interpreters.
Initial Work with Interpreters in Schools
00:01:13
Speaker
So right out of college, I started working at a high school and it was a total communication high school. So we had hearing kids, staff kids, hard young kids, like you name it. Within the high school program, we had both inclusion setting and self-contained setting. So I worked with interpreters mostly within the inclusion setting, but sometimes they also worked with me
00:01:36
Speaker
in my self-contained classes that were high language based, like language arts or like social studies, for example. And yeah, that was like my first five years of working with the deaf community.
00:01:47
Speaker
So did you ever join the class when they were in inclusion, where there was a general ed teacher, an interpreter, and a student?
Inclusion and Role Clarity in Education
00:01:56
Speaker
Yeah. So that was basically what our inclusion setting was. So basically, it would be me, the dean ed teacher, the interpreter, and any like, maybe sometimes there was another special ed teacher, or sometimes there was one or a couple of part professionals, depending on the student population need. Got it. OK.
00:02:16
Speaker
Yeah. So what are like the best practices for working with an interpreter? What should we be telling that Gen Ed teacher that we're working with who has a student in their class and they're using an interpreter and we want to coach the Gen Ed teacher on what they should and maybe shouldn't be doing? Right. So important. I think like the very first thing and I think the most important thing when working with interpreters within general education classrooms and inclusion settings is setting up your interpreter
00:02:46
Speaker
to succeed. And what do I mean by that? Making sure that the very first day of school, you're introducing your interpreter, and you're introducing the interpreter's role. Like, what are they here to do? What can they do? What they shouldn't be doing? What the gen ed teacher should and shouldn't rely on them to do? Like, they're not there as a professional. They're not there to assist your kids with classwork. They're not there
00:03:13
Speaker
to assist the other students, right? They're there for your deaf or hard of hearing students to make sure that they have access to language, right? Another thing is that in that same token, that first day, maybe give the interpreter the floor, the classroom floor to maybe answer questions coming from the students of how to utilize them, how to communicate best with
00:03:38
Speaker
their staff and hard of hearing peer and any questions that may arise from the students. Students don't want to do something inappropriate, right? So the earlier you give them like a set of quote unquote rules of how to communicate with this
00:03:54
Speaker
extra adult in the classroom, the better. Yeah, that kind of makes sense that you could fold it into like at the beginning of the year, all the teachers are going over like their classroom expectations.
Classroom Dynamics and Interpreter Positioning
00:04:03
Speaker
And like, I guess in like elementary school, they have like more explicit like classroom rules. But even in high school, like teachers usually that first week go over the syllabus and they like say like,
00:04:12
Speaker
this is how I collect work, this is my grading policy, and this is how you use an interpreter. It makes sense to just fold it in so that way it just is one of those other classroom expectations and maybe prepping the teacher of this is a new set of expectations that are going to be in your room, so let's front-load this information. Right. Exactly. Having all that from the very beginning is very helpful. Also, even before that, making sure that there's a conversation had about
00:04:41
Speaker
Where does the teacher teach from? Where can we seat the student or students so that they can better see the interpreter? Where is the interpreter going to be stationed, whether it's sitting down or standing up like combination of both, making sure that that specific spot, there's no like very like busy background posters and stuff that can take away from the interpreter. Or like if there's a big light behind the interpreter, that's not our
00:05:09
Speaker
great thing because it makes it hard to see the sign clearly. And I think another really important thing that sometimes we forget is that the interpreter needs to prepare just as much as our teachers. So make sure that your lesson plans are due
00:05:27
Speaker
well ahead of time so that they can see the lesson plans, especially in those classes that are high in language-based classes, right? They want to be able to see the vocabulary that they're going to need and use. The interpreter also knows or gets to know their students. So maybe the teacher is using this set of vocabulary that if they have it ahead of time,
00:05:49
Speaker
they can kind of like already plan for those misconceptions or like those language clarifications that they have to be ready for. Yes, every interpreter works with has been amazing and so skilled and they can do these things like write there and down. But we want to be able to give our students the best access to language possible and for them to be able to like 100% do that or like well,
00:06:17
Speaker
to do anything 100%, but the best possible access language is they themselves are prepared. Yeah, that's such a good tip. Going back to placing the interpreter, is there a certain spot that is your first choice, close to the board, close to the student? Is it case by case? In my case, we always made sure that the student's optimal fitting always
00:06:38
Speaker
usually in the middle front of the classroom, so then we would make sure that the interpreter was in like a good visual from them, but also close to the board, since a lot of the teaching was being done by the board. But it also kind of, you know, it's like, case by case, like is a teacher going back and forth between two boards, you know, like sometimes classes have a board in the front and a board in the back. So it really is a planning
00:07:05
Speaker
like a conversation between the POD, the general teacher, and the interpreter to best service our students within that classroom. Yeah, awesome. That makes sense. And how did you actually, I know you talked a little bit about like how it's like you talk about what they are and what they aren't, but how do you actually like when you first talk to the teacher, explain the role of the interpreter? And the reason I ask is because I think everyone listening knows the role of the interpreter.
00:07:31
Speaker
But I love hearing how people explain things. Like that's like what I find helpful is like the specific words that people use. So like if you're talking to a Gen Ed teacher and there's going to be an interpreter, what do you actually like say to them? I really like explaining things through examples or like through scenarios. So I would sort of like explain to them our like general role of interpreter to help our staff.
00:07:58
Speaker
for having a student communicate with our hearing community. And then I would go into like more examples of like how they should communicate with the students, right? Making sure that you're not talking to the interpreter, but you're talking to your student, for example. And the interpreter serves simply as a voice.
00:08:22
Speaker
or as someone to like sign to the student. So making sure that the student always knows that this is
00:08:29
Speaker
interpreter is like a tool and not just speaking for them, you know, given the student the
Teacher Misconceptions and Student Skills
00:08:35
Speaker
autonomy. So I usually explain the roles that way. Do you ever have like, do you ever have run into like problems where the teachers are like directing things to the interpreter or like asking the interpreter to help the student with things and like kind of stepping outside of like the teachers are expecting them to step outside of their responsibilities? Yes, I don't think obviously I don't think anyone does anything maliciously.
00:08:58
Speaker
But it happens very often. So having that conversation from the gecko, or like, as a teacher, you shouldn't really be sending comments directly to the interpreter. Like, I had a teacher that would like make little jokes like, say this really, or like, how do you say this really fast, or like signing, like making sure that the interpreter was like signing this funny hearing thing very fast. And like, they would like make like a little joke about it.
00:09:27
Speaker
having those conversations aside so that it's not something that continues to happen in the classroom. It happens a lot, a lot, a lot. Or making sure that they know, hey, they're really here, someone to help us all be able to communicate with this student, right? Or to make sure the student is able to communicate with us. They probably, they might not know anything about the content. They are language experts, right?
00:09:56
Speaker
use them for what they're the experts of. Yeah, totally makes sense. I totally understand. I feel like sometimes people just have some bad habits that they can be corrected over over time. Yeah, with a little bit of help.
00:10:09
Speaker
believe it happens so much. Yeah. So that's stuff that like we can do to set up the teacher with the interpreter. If we look at the actual student, what skills does a student need to have in order to successfully use an interpreter? And do you have any tips for teaching them these necessary skills? Right. So is any other skill being able to utilize an interpreter is something that is not innate, like it's
00:10:38
Speaker
And it starts from very, very little. We all know the attention span of like a four or five year old, right? Not very long. Making sure that like our pre-K or kindergartners are being redirected to always like look at the interpreter, keep the attention to the interpreter, having
00:10:59
Speaker
that attention skill from the very beginning. Did you usually start interpreters that young? That's a typical thing to do? I've seen them in elementary school. I haven't necessarily seen them in pre-K. I've seen them in kindergarten. But I've seen them in kindergarten more for maybe like read aloud. They're not necessarily there all day.
00:11:25
Speaker
or if they're there all day they're not being utilized per day. Usually in the elementary level where I've like seen it all the teachers were able to sign. So like there were being
00:11:37
Speaker
they didn't really need an interpreter unless they were doing things like we were allowed. Got it. But even then it's probably a good thing for the student to have some experience with an interpreter, even if it is more of just like an exposure during a certain activity. That way, like the first time they use an interpreter is not like, okay, you're in fifth grade now, use an interpreter all day to learn. Right. So that's what I meant. And again, it's very like,
00:12:01
Speaker
okay, we're going to practice using the interpreter now. Like, I don't know if necessarily the teacher is going to say that, but it's like a mental note. They do it specifically so they can practice the skills. So yes, the attention skill or keeping the attention on the interpreter is also everything is a spectrum, right? So we have kids who are completely deaf and rely on the interpreter all the time. But then we have hard hearing students who maybe don't necessarily watch the interpreter
00:12:29
Speaker
at all times, but use them for fine support for our language base, right? So it really also becomes more of a case by case with the student, but still that need of whenever someone is speaking in the front of the classroom, being able to keep your attention on the interpreters are important.
00:12:47
Speaker
Yeah and I feel like what you just mentioned is so helpful because like if you have a student who has some access through listening devices but uses an interpreter for like clarification or like you said through like really language rich classes them you talking to them about like
00:13:04
Speaker
how they can use the interpreter to get clarification and like how they can use sign during certain times and listen other times and like actually making that a little more like concrete for the student because that might not be like a natural they might think that they're getting everything and they might not be getting everything because like it's very hard to realize when you're
00:13:22
Speaker
missing things until you're like very confused. So I feel like that's such a good idea and such a good point of like, not everyone needs the interpreter for every single thing that's being said, but if they're going to use it intermittently, then they need to be taught how to use it intermittently. Well, right. So that's where kind of like that teacher of the deaf educational interpreter team kind of like goes hand in hand, right? Right. You want to be able to support your interpreter in order for them to do the
00:13:51
Speaker
best job they can with your shared student, right? Also, you'd be surprised into how many times as a teacher of the deaf, like someone that might not necessarily know much about the use of an interpreter can say things like,
00:14:07
Speaker
they're not telling them the answers, right? And I'm like, no, they're literally just saying what you said. Unless you're saying the answers, they're not saying the answers. Right. So making sure that I guess you're a gen ed teacher, hearing people in the classroom also know that it's so silly, but you have to say it sometimes. Yeah. Do the kids know that they have to address their questions to the teacher and not to the interpreter? Like, or is that something you teach them? That is something you teach. Yes. It's again, when you're
00:14:37
Speaker
starting to learn how to use your interpreter those are skills that you can reinforce and then also happens to the hearing kids where again when we talked about before talking about the role of the interpreter then you want to make sure that your students here and peers know hey if you're talking to x or y and z talk to x and y and z and they'll sign for you don't
00:15:02
Speaker
go to the interpreter and say hey can you tell x and y and c this and this and that and that's probably something that happens a lot so it's like more of like one thing and
00:15:12
Speaker
from the very beginning and then reinforcing that skills like talk to the student when it does happen. I feel like probably people feel like they're being rude when they just like talk to someone who doesn't use spoken language. They probably like I bet their first and I feel like a lot of people do that because they think they're being rude but really it's it's really rude to do it the other way but like that's counterintuitive that they like
00:15:36
Speaker
They just want to get there. They just want to tell them it as fast as possible. I feel like people aren't comfortable with delays. But that's such a good thing to just tell them up front that this is the right way to do it and it's okay to talk to them. They're not going to be offended because the interpreter is going to interpret. Right. That's okay. That's their job. A lot of it is reassuring our hearing community. Hey, you're not talking to me, so don't talk to me.
00:16:01
Speaker
Right. It's also simple, but I totally get it because I don't work with any educational interpreters right now, but I do work with a Spanish interpreter for a family I work with in early intervention, and it's very hard not to turn to the interpreter and talk. Even though I know I'm not supposed to do that, it feels unnatural to talk to someone who I know cannot understand me and will have to wait for the interpreter.
00:16:27
Speaker
But I know that that's the correct way to use an interpreter. And it feels a little unnatural if you're not used to it, even if you are used to it. I get it. But it is important to make sure that they're doing it
Classroom Logistics and Multiple Interpreters
00:16:38
Speaker
correctly. You never want the student or the parent or whoever it is to feel like you're talking around them. Right. And that kind of reminds me of a best practice of going back to that question. You have to make sure that your teachers and the other students in the classroom understand that there is a lag.
00:16:55
Speaker
Like, for example, in the case that a teacher asks a question to the whole class, we all have that skill of like, okay, we're going to wait for the class to process information, but most of the time it's not enough time because then the interpreter is still interpreting. You need to remind them that they need to give the whole class, including your student, a little bit of extra time so that the interpreter can finish the interpretation of the question.
00:17:22
Speaker
and your student can then be at the same level as the rest of the students because if you don't like let's say that the teacher immediately calls on a student then that's not really fair for your student because they're not able to participate because there are like a couple minutes behind and the conversation is so another skill like a conversational skill to like practice and also definitely mention at the beginning of the school year there needs to be a bit of a lag even if this feels weird even if this feels like
00:17:52
Speaker
you're pausing for an extra second, that extra second is necessary for our students. Yeah, absolutely. I feel like that's one of the hardest things for people is to wait. Right. That wait time.
00:18:03
Speaker
I have a question I just thought of. Do you ever have a situation where there's like more than one person using the interpreter in the class and does that change anything about how the interpretation is set up or any like best practices if there's like two or three students using an interpreter? So that happened a lot actually is what happened the most in high school. We had multiple students who were definitely hard of hearing within a class. So it really depends on how the classroom is set up. Like if you have a classroom that is set up in groups, you try to group
00:18:32
Speaker
your deaf and hard of hearing students close to each other. You don't have to clump them together always because you don't want to make them feel like a subgroup. If they are very good friends with each other and they want to sit together, that's great. But don't force your students to sit with each other just because they're deaf and hard of hearing, if that makes sense. As long as they are in the same general area and they're able to see the interpreter, then that's the best.
00:19:00
Speaker
Now, that changes if you're doing group work. If you only have one interpreter in your classroom and they're doing group, then they have to be in the same group because at that point,
00:19:13
Speaker
you only have that one interpreter for. How are many of the students you have? If they're in a group and the two deaf students are talking to each other, does the interpreter voice both sides of that conversation for everybody else? Yes, they have to voice everything and they have to sign everything. Yeah, it goes both ways, right? Does as much as our deaf students need to know everything that's being said in the classroom for them and for our their peers to kind of feel included and have like
00:19:43
Speaker
communication with each other, they should be able to like not look lost.
Social Challenges and Virtual Interpreting
00:19:49
Speaker
Does it ever impact like the social conversation to have it interpreted because it's like an adult? It impacts it every time. And then sadly, something that a lot of our students would
00:20:01
Speaker
kind of like complain about like they felt isolated sometimes because their friends like there are things that their friends like couldn't tell them but you know like especially in high school they kind of go around it and like you also saw if it wasn't about class for example it was like about their own thing whatever's happening in period three or happened
00:20:24
Speaker
whatever, they would come up and they would text it in their phones and like show them some conversations on their own. So like... They're sneaking about, I guess, sometimes. Not all teenagers, not all teenagers, but nothing surprised me at all, actually. They could find a way around that. Yeah, so they find ways to be friends. Like, you didn't see it a lot in our spreadsheet. Like, freshmen tend to stay together, stick together. Like, the deaf freshmen tend to be with other deaf and hard of hearing.
00:20:54
Speaker
freshmen, but as they got older, and they were more, I guess they felt more included in the community, you saw more of like hearing and deaf and hearing and hard of hearing. And that is very important. And also, really, I kind of put it on the school more and like the class more than our students. Right? Yeah, that makes sense.
00:21:18
Speaker
help them feel comfortable. Have you ever worked with a virtual interpreter? Thankfully, after COVID, I never had to use an interpreter online, but during COVID, that's all we could do. One day, maybe I'll try to get someone who is a virtual interpreter to come on. If you know a virtual interpreter and they want to be interviewed for the Todd Pod, let me know. Because I feel like, obviously, in-person interpreter would be ideal for everybody, but since
00:21:46
Speaker
can't get one and in virtual interpreters what you're working with then there probably are like different strategies and stuff to make that somewhat better but it did remind me it did remind me of another question though because we a lot of our staff meetings like for where we work me and Priscilla are interpreted because it's a big
00:22:06
Speaker
you know, program and they're signing people in it and they switch out. Like it's very rarely one interpreter.
Scheduling and Management of Interpreters
00:22:12
Speaker
When you have an educational interpreter, is it one interpreter all day or is it different interpreters for different classes for like the same group of students? Like do they take breaks? Like teachers take breaks or do they take breaks more frequently? Like how does that work? So at the high school level, there's multiple interpreters for the high school and they
00:22:32
Speaker
would have a schedule just like I would have a schedule for like the C would have first period English second period social studies with this grade and then they would like kind of have that and then they would have their own practice as well so for the high school level they switch there's multiple interpreters for the school and they create they have like their own schedule that they create according to the needs of the students and how they're being grouped with inclusion classes and the elementary school I only worked
00:23:03
Speaker
with interpreters in the elementary school during summer school. So I'm not sure if this is the same way during the school year, but during summer school, you had one or two interpreters in the classroom, depending on how big your classroom was, like how many students you had for the summer, and also depending on the needs. And they did switch out. Sometimes one would go
00:23:29
Speaker
to lunch or prep or whatever time that they had their break and then the other one would pop in. Or our days would be scheduled so that like I needed an interpreter for this specific lesson, but we all signed. But we didn't necessarily need an elementary school. We didn't necessarily need interpreters all the time. But again, that was in this summer.
00:23:51
Speaker
So I'm not sure how it really works in the school year. Yeah, that makes sense so that like when at the high school level they would just have them like scheduled so that way every class was covered as opposed to being assigned to like a specific student. Right. Yeah, I wonder how that would change like.
00:24:08
Speaker
if you were supporting like someone as an itinerant, for example, who signed and used an interpreter. Like I wonder if they were the only student in the whole school, you know, or like one of very few how that would work. So that did happen a couple of times just because of scheduling where like one interpreter ended up being like following this one specific student or this two students throughout the day and what would happen for their like break is that they would take the break
00:24:35
Speaker
or their prep or lunch or whatever when the kids go out of lunch. Yeah, that makes sense. So there's no interpreter during lunch? No. What about like clubs? So clubs are after school and technically are the interpreters, at least in the program that I worked at, the interpreters were paid from the beginning of the day to end of day and clubs are after school so they would just have to, it was more like, hey Miss T,
00:25:02
Speaker
Are you able to interpret? Oh my goodness. For the student because they want to join knitting club and then clubs meet Wednesday is afternoon from three to five. And then it kind of becomes more of like, do you have an interpreter to do that? Are interpreters nine out of 10 times like the interpreter always said yes, because we all want our kids to be able to do clubs.
00:25:29
Speaker
Like, have the access to those things. And we also had the choice, like, maybe if the teacher of the deaf also had an interpreting license in the afternoon, they would interpret it.
00:25:43
Speaker
for the students if there wasn't any other choice and stuff like that. Right. If they have the certification. Right. Makes sense.
Final Tips for Working with Interpreters
00:25:52
Speaker
Okay, great. Do you have any helpful resources or any last minute tips that you'd like to share with everybody for working with interpreters? Okay, so I just remember some things that I didn't say in best practices. Okay, Tommy.
00:26:06
Speaker
Be mindful of your rate of speech. Don't go too slow and don't go too fast. You know, just speak on normal pay, but also be mindful of like that wait time that we talked about and don't walk in front of the interpreter to try not to. You know, it happens, you know, you're like walking around, you're not thinking about like where you're going or how you're going, and you end up walking from the interpreter system, walk them. As a teacher of the African sign, my biggest thing at the beginning of
00:26:33
Speaker
my working with interpreters when I first hear teaching was reminding myself to put my hands down. Don't sign over the interpreter. Yeah. I mean, I would never talk over a teacher, but signing over the interpreter is kind of the same thing. Right. Because then your kid who's like, who are they looking at, you know? Right. That's a good point. As a teacher at the Dev, I had to always remind myself, if I'm an inclusion, I'm not in my self-contained classroom. If I'm an inclusion,
00:27:01
Speaker
I'm not going to sign because there's already someone signing. So I made it a point that unless I was specifically only talking to my students during classwork independence time, then I would sign the phone. But other than that, I had to always slap my hand, like stop signing.
00:27:24
Speaker
It's also rude to the interpreter because that's their job. You don't want to do that. I mean, it totally makes sense you don't want to sign over them. But a lot of people, they might not even think about it. They might just start signing. Right. And then you see the kids' eyes going back and forth, like you said. And you're like, oops, OK, wait, hold on. My bad. Yeah. One of the interpreters had to remind me four or five times during one class one time. And I was like, I am so sorry. I'm just so used to doing it. And still, you have to
00:27:54
Speaker
remind yourself and be mindful of it. And well, this is for identity teachers, be mindful of the fact that our students, especially those that rely heavily on the interpreter, cannot do note taking and watching the interpreter.
Note-taking and IEP Involvement
00:28:12
Speaker
So there shouldn't be any of like, watch this video and take some notes. Like, that can they can't do that, right? Like, they're either watching the video or taking notes. Yeah, if you have
00:28:25
Speaker
to have a video, give some time for the video, then give some time for conversation about the video, then give some time for the note taking. It can't, it has to be separated because our kids cannot do that. And, or if the note taking itself is not as important where you're, you're not really assessing, did they get this from the video and you just want them to be able to have like,
00:28:52
Speaker
highlights of what was said in the video have pre-created notes for your Deaf and Hard of Hearing students so that they can focus on the video and then they can have this like blurb or whatever note and like, you know, afterwards to go back to like what was said in the video.
00:29:10
Speaker
I mean, we have that accommodation for kids who listen too, because some kids need to lipread. And you can't lipread and take notes at the same time. So I feel like if it's in there as an accommodation too, I think that's probably notes ahead of time or notes afterward. Some teachers are weird about giving notes ahead of time. But that would be ideal, because then we could preview it and interpreters could preview it. But if it's an accommodation, then they have to do it.
00:29:39
Speaker
So like, for example, sometimes it would happen where if they did somehow forget, like, you know, like it happens, like we're all human, like you forget and like you ask the kids to take notes. Like, if I was lucky enough that there was only one part of hearing or deaf student in the classroom, I would just like take notes for them while they were watching the video. But that's not going to happen every time. And if you have like five students, I can't like take five students.
00:30:04
Speaker
which kind of goes back to the need to share your lesson plans with everyone involved. Because then if there is a video, usually one of my recommendations, whether or not they were taking notes in the video is that I would write notes for them and add them to their classwork. So yeah, no note taking. And that also happens for like, maybe we're in science and you're showing a graph. Show the graph, talk about the graph, then note take. You know? Yeah.
00:30:33
Speaker
separating those things and if you're having some kind of a project where the students are creating something and then presenting it if at all possible. Plan it in a way where the students give you their whatever they're presenting to the class prior to the day of the presentation so that you can share that with the interpreter especially if it's something like poetry because poetry is abstract and it's not
00:31:01
Speaker
interpret the same way as, you know, you and I talking. Yeah, you're interpreted like music is interpreted, which is through meaning, not the words are being said. So that's much harder to do at like in that moment. So to help our interpreters really get the act and our students really get the access they need to all of the information being
00:31:25
Speaker
provided. Yeah, it's better to do that. Yeah, that totally makes sense, especially because like you want the teacher's message to be clear, but you also want the students presenting you want their message to be clear like they, you know, they deserve to have their message conveyed clearly as well. Like it goes both ways. Exactly. Don't say anything out loud that you don't want to be interpreted because
00:31:49
Speaker
It happens sometimes when someone's like, oh, don't sign that. You actually can't say that. They have to sign everything and anything that's being said. That's so funny. I mean, it's not funny, but I can imagine the situations in which they would say that.
00:32:10
Speaker
Exactly. Oh my gosh. Never a dull moment. And then resources. I don't have anything physical, honestly, that I can like provide. But your interpreter is your biggest resource, right? Yeah. Ask them the questions. They are the experts, they'll be able to answer any questions and help you. And like, a lot of them do have like written resources that they can probably share.
00:32:37
Speaker
with you or the class or anything like that. Yeah, that's a great idea. Oh, so sorry. One more thing. They should be involved in the IEP. Like in the document, in the means, like, you know, they are language experts. So if your student has language goals or like listening goals or whatever goals that are like language and listening in language space, they should have access to that and be able to give their input.
00:33:05
Speaker
Thank you so much Priscilla for sharing all of that helpful information and tips and tricks. I think maybe teachers who don't work with interpreters frequently and then they come across one, it can feel a little overwhelming. So I think just having a reference of things to go back to is super
Conclusion and Contact Information
00:33:20
Speaker
helpful. For everyone listening, thank you so much for listening to today's episode. The links and show notes and transcript can all be found below and at listentotodpod.com.
00:33:32
Speaker
You can reach me on Instagram at Listeningfun and I'll see you next week. Bye! Bye!