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Name:
Submission
Date:
Hilda A Pettit
12/6/2013
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005816
Date: 10-JUL-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Joanne Arhar, jarhar
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Revise
Faculty member submitting this proposal: Kathy Geething
Requested Effective Term: 201480
Campus: Kent
College: EH-Education, Health and Human Services
Department: LDES-Lifespan Development and Educational Sciences
Course Subject: SPED-Special Education
New Course Subject:
Course Number: 43106
New Course Number:
Course Title: SCHOOL SETTING INTERPRETING
Title Abbreviation: SCHOOL SETTING INTERPRETING
Slash Course and Cross-list Information: SPED 43106 + SPED 53106
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1.
2.
3.
Can this course be repeated for credit: No
Repeat
Course Limit:
Course Level: Undergraduate
Grade Rule: B-Standard letter
OR Maximum Hours:
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2.
3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description: Issues and challenges of classroom-based educational
interpreting. Mainstreaming, inclusion, resource room, and self-contained academic and nonacademic class preparation and
interpreting environments. Off-campus practicum four hours each week to observe and assist with classroom interpreting.
Prerequisites: ASL 19202; and pre/corequisite SPED 43100.
Catalog Description (edited): Issues, challenges, roles, responsibilities, and ethics of classroom-based educational
interpreting are explored. Students are exposed to the variety of classroom designs where interpreters work such us
mainstreaming, inclusion, resource room, and self-contained classrooms. K-12 settings place additional expectations for
interpreter participation including IEP meetings, counseling, school assemblies and performing arts presentations.
Prerequisites (edited): ASL 19202; and pre-corequisite SPED 43100; and pre-corequisite ASL 29201; and SPED ASEI
major
Corequisites (edited): pre-corequisite ASL 29201; and pre-corequisite SPED 43100
Registration is by special approval only: No
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Content Information
Content Outline:
Content Hours
per Course
Topic
12
12
12
6
3
Topic Description
Deaf Students: Examine the diverse
deaf student population, audiograms,
assistive listening devices, and
language preferences. Investigate
research regarding deaf education,
placement options, and controversies
Educational settings: Explore grade
level considerations, standardized
tests, IEP documentation and
procedures and laws regulating
accommodations and accessibility
including supplemental and
extracurricular venues.
Interpreting in classroom settings:
Identify & explain balance &
compromise between role delineation &
collaboration. Examine interpreting
competencies & assessments. Apply
Edu Interpreter Code of Professional
Conduct & RID Best Practices.
Interpreting dynamics: Introductory
text analysis of common educational
discourse. Discuss issues of
interpreting tests, language modeling,
and scaffolding.
Language development: Strengthening
English verbal and written skills as well
as ASL signing skills.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: "Educational Interpreting: How it Can Succeed" Elizabeth Winston, Ed.
Writing Expectations: Written responses to professional journal articles, reflective journal, and written analysis of selected
educational texts. In addition, grad students: investigate resources available for interpreters, create a handout and give a
presentation.
Instructor(s) expected to teach: SPED Staff
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
The purpose of this proposal is to revise the title and pre-corequisites. Additional updates include content outline, course
description, and the textbook. These changes were made to keep the course current with the field. The title is changed from
Classroom Setting Interpreting to School Setting Interpreting. In this introductory course students will begin to examine the
multifaceted challenges of their role as interpreters in classroom settings to translate educational discourse and facilitate
communication access to all aspects of this setting. Through instructional methods of discussions, investigations, written
assignments, formal presentations and interpreting practice students will be able to: 1). Explain how audiograms, assistive
listening devices , language preferences, and unique differences among deaf student populations impact their interpreting
decisions, 2). Synthesizing research about deaf students, educational placements, and instructional methodologies, 3).
Understanding IEP documentation, defining the interpreter’s role and contribution to the IEP process, and interpreting IEP
texts, 4). Identify and describe the interpreter’s role and interpreting considerations based on grade level, course content
and teaching methodologies, 5). Engage in professional decision-making process to apply professional codes of conduct to
educational scenarios, 6). Interpret and-or translate simple educational discourse.
Explain how this proposal affects program requirements and students in your unit:
No effect.
Explain how this proposal affects courses, program requirements and student in other units:
No effect.
Explain how this proposal affects enrollment and staffing:
No effect.
Units consulted (other departments, programs or campuses affected by the proposal):
None
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Course Content
Number
Credit by Exam
Prerequisites
Credit Hours
Schedule Type
Cross-Listed / Slash
Subject
Description
Title
Diversity
Title Abbreviation
Grade Rule
Writing-Intensive (WIC)
Liberal Education Requirement (LER)
Other
Comments (500 Character Maximum):
NOTE: Please do not use the following restricted characters: (~ * / \ --)
Approve
Comments:
Date
User
12/5/2013 Susan M
Augustine
Return To Initiator
Return To Prior Approver
Deny
Comment
Other Revisions: writing expectations, textbook
and instructor information.
History:
Date
User
Status
12/5/2013 Susan M Augustine Approved
7/29/2013 Stacey M Dickman Submitted
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12/6/2013