High School Student Sample – High Visual-High Receptive
Interpreter Input Form for Florida’s Communication Plan
Student name: Student
Interpreters’ Names & Credentials:
Interpreter 1: RID CI, CT
Interpreter 2: RID NIC
Interpreter 3: RID NIC
Interpreter 4: RID NIC
Interpreter 5: Level Pending
Interpreter 6: Level Pending
Grade:
School Name: Forest High School
Days & Periods Interpreter is with Student:
Interpreter 1: 5th
Interpreter 2: 1st
Interpreter 3: 3rd, 6th
Interpreter 4: 2nd, 4th
Interpreter 5: Study Period
Interpreter 6: Study Period
All interpreters are contracted by the district and placed at the school
Receptive
X
X
X
X
Auditory/oral
American Sign Language (ASL)
Sign Supported Speech
Bilingual/Bimodal (fluency in both ASL and English)
English Sign System (CASE, SEE, PSE, etc.)
Gestures or Home Signs
Tactile Sign Language
Cued Speech
Reading and Writing (print or braille)
Assistive Technology/use of a communication device
or augmentative communication
Emerging language or no formal language established
(minimum language)
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Expressive
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Section I: Consider the Student’s Language and Communication
High School Student Sample – High Visual-High Receptive
Tangible Symbol System
Please describe your observations of the student’s communication skills:
Student, “Student”, appears to understand each interpreter’s signing styles and various geographically
influenced signing vocabulary. He is able to effectively joke around and communicate with his deaf and
hard-of-hearing peers. He is able to adapt his language expression based upon his peers’ language and
cognitive levels. Student is aware of his need for an interpreter for academic discourse and teacher
lecture. He also prefers to have an interpreter to communicate with his hearing peers for meaningful
discourse connected to academics. He is proficient at gesturing and communicating on a superficial and
joking/silly manner with hearing peers, and is also attempting to socialize independently. Student has a
strong understanding of American Sign Language grammar, vocabulary, and structure. He is able to
express the depths of his thoughts, wants, and future aspirations.
2. Instructional Communication Access Checklist
General Skills- The student demonstrates the
ability to:
Learn abstract and/or decontextualized material
with minimal expansion?
Learn new vocabulary from typical classroom
exposure?
Comprehend class content and instructions?
Understand what to do without the interpreter
directing?
Make age-appropriate progress without excessive
assistance?
Complete classwork and assignments without
interpreter assistance?
Self-advocate for communication and learning
needs?
Receptive Language- Does the student:
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
X
Always
>90%
X
X
X
X
X
X
Never
< 10%
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
Always
>90%
X
X
X
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Understand connected discourse used by adults
in the current education setting?
Comprehend and follow directions related to the
curriculum?
Understand the language of instructional
activities?
Never
< 10%
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – High Visual-High Receptive
Demonstrates a language base strong enough to
learn topics in depth with minimal simplification
or restructuring of language?
Attend to group conversations?
Demonstrate incidental learning?
Exhibit relative speed in processing new
information comparable to classroom peers?
Demonstrate the above receptive skills for
language in the following settings:
One-on-one
Small Group
Large Group
Expressive Skills- The student demonstrates the
ability to:
Express himself in a manner that is easily
understood by familiar adults
Express himself in a manner that is easily
understood by less familiar adults
Peers in academic and social conversations?
Use no more than 2 to 3 repairs/rephrases per
conversation with an adult?
Carry on a conversation with one peer
independently?
Carry on a conversation with one (hearing, nonsigning) peer with assistance?
Participate in group conversation independently
(NOTE: group number should be comparable to
the typical size in the current or proposed
educational setting)
Participate in group conversation with facilitation
with an adult (NOTE: group number should be
comparable to the typical size in the current or
proposed educational setting)
Express ideas and convey a meaningful message
using connected language?
Adjust expressive style (pragmatics) to match
environmental conditions?
X
X
X
X
X
X
X
Never
< 10%
In American Sign Language
Rarely
Some
Frequently
10-39% 40-69%
70-89%
X
Always
>90%
X
X
X
X
X
X
X
X
X
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Student is able to understand language variances and different vocabulary. He has no problem asking
for clarification. He struggles with acknowledging when he does not have knowledge of particular
subjects. He naturally will provide interpretation for other deaf students whom have minimal or limited
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3. Other observations related to language or communication:
High School Student Sample – High Visual-High Receptive
communication skills; but he needs to work on not appearing overconfident and boastful when aiding
his peers. Student is naturally a fast signer in American Sign Language. While Student has an expansive
vocabulary and understanding of ASL grammar, he still needs to work on his expressive communication
skills. Student needs to be able to provide sequential information that is related to a specified topic that
has been identified. We are also working on his ability to slow down his expressive signs so that all those
around him can understand him with more ease.
Section II- Considerations for Accommodations & Assistive Technology:
1.
Please describe your observations of the student’s monitoring, maintenance, and use their
amplification:
N/A
N/A
N/A
The student has an amplification device (hearing aid, cochlear implant, FM
system, etc.)
The student uses the device(s) consistently
The student monitors their own device(s)
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The student will…..
N/A Be responsible to put own hearing devices on and report when problems occur
N/A Be encouraged to ask for repetition when it is evident that s/he did not hear
message
N/A Recognize effect of distance re: easier ability to listen to close speech versus far
speech (Early Listening Function item demonstrations, discussion via My World Tool)
N/A Self-select or move to an appropriate seat in proximity to the teacher or desired
class peers
N/A Appropriately ask for repetition of messages missed (i.e., more slowly, clearly.
louder)
N/A Recognize effect of interfering noise that occurs in learning environment ;
demonstrate by closing classroom door, moving away from noise or requesting
reduction in noise
N/A Use pre-determined signal with teacher to indicate challenges
listening/understanding
N/A Request that FM microphone be passed, remind teacher to turn on FM microphone
N/A Report simple names and purposes of hearing device parts and what can go wrong
(no sound, intermittent, distorted (Hearing Aid Tic-Tac-Toe Bingo, FM Bingo)
N/A Describe purpose and use of FM in simple terms to classroom teacher, with
assistance
N/A Increase awareness of recognizing when she has missed information (“When do you
know that you didn’t hear or hear everything? )
N/A Be able to report “When is it hard to listen/hear/understand?”
N/A Recognize when a question/direction is nonsensical
N/A Appropriately use simple addition communication repair strategies
N/A Improve in listening-in-noise skills
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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2. Please complete the “Guide to Self-Advocacy Skill Development and check off the skills you
have observed the student using consistently:
High School Student Sample – High Visual-High Receptive
N/A
N/A
N/A
N/A
N/A
X
N/A
N/A
X
N/A
Demonstrate ability to perform basic troubleshooting when hearing device
malfunctions
Describe purpose and appropriate use of FM with classroom teacher, with oversight
Identify challenging listening situations in school
Identify if the source of the listening difficulty was due to speaker, listener or
environment issues
Describe self-advocacy strategies to address challenging listening situations.
Prioritize and implement use of strategies in some situations
Improve ability to describe appropriate use of self-advocacy activities
Discussion with classroom teacher to describe purpose and appropriate use of FM,
set up signal system and request preferred accommodations, with assistance
Identify challenging listening situations and improvements in self-advocacy
strategies used
Appropriately uses advanced communication repair strategies when requesting
clarification in school or social situations
Match appropriate self-advocacy strategies to identified listening challenges in
school and social settings; meet expectations for use when priority listening
challenges occur
3. Do you believe the student does or would benefit from any of these visual access
considerations:
DOES
X
X
WOULD
X
X
X
X
Preferential/flexible seating
Line of sight considerations
Copies of assignments/lessons/reading materials provided in advance
Captioned media
Alternate or Assistive Technology Device(s)
Considerations for Visual Fatigue
Lighting Considerations (ensuring the students can see the interpreter
and other visual aids)
Other
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A note-taker or advanced notes provided in all classes would be most advantageous for
Student’s optimum learning needs.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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4. Do you believe the student does or would benefit from any of the following service provider
accommodations:
DOES
WOULD
X
Note-taker or notes provided (to allow students to watch the
interpreter)
X
Sign Language Interpreter/Cued Speech Transliterator
Intervener (for duel-sensory impaired/deaf-blind students)
Real Time Speech-to-Text Captioning Services (CART, C-Print,
Typewell)
Other
High School Student Sample – High Visual-High Receptive
5. Do you believe the student does or would benefit from any of the following tactile access
considerations:
DOES
WOULD
Tactile Access to Sign Language
Other
6. Describe the student’s skill in utilizing support and any actions needed (such as monitoring or
training) for the staff of the student to ensure the student’s effective use of their
accommodation you identified above:
Student does have preferential seating in each of his classes to maximize his line of sight for the
interpreter and visual aids. Most teachers do provide visual aides to maximize comprehension
and provide notes in advance; not all teachers do this. While Student does well with lecture, he
benefits greatly from lesson plans including visual aids, examples, and hands on learning
experiences.
7. Using the "Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard
of Hearing Students" and “The Checklist of Student Use of Interpreter Services” rate
your student's ability to use an Interpreter
This inventory is intended to aid collaboration among students, parents, and educational team
members in order to determine educational services and appropriate goals for the student’s
Individual Education Plan. It is very important to include the student’s input and to recognize
that even very young children should be building skills related to independence and selfadvocacy. Discussion should include what would be considered appropriate for the child’s age,
cognitive abilities, and mode of communication when determining the items that may or may
not be applicable.
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
4.5-5.0 Substantial
advocacy and
independence
Student Independence
4.0
4.0
3.0
4.5
3.875
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Average of Response
N/A
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Takes responsibility for own amplification needs (uses consistently; indicates
when it is not working; charges equipment or changes batteries
independently).
Takes responsibility for completing daily assignments and projects.
Keeps track of assignments and materials and completes assignments on time.
Follows schedule and manages time independently.
Attempts to follow directions without assistance.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – High Visual-High Receptive
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
4.5-5.0 Substantial
advocacy and
independence
Services and Accommodations
Understands technology (cochlear implants, hearing aids, FM) and can explain
its benefit.
Expresses personal opinions concerning current educational program / services.
Notifies the appropriate person to request additional explanation or tutoring.
Assists with training staff in relation to communication access and needed
support services.
Advocates for communication accessibility and accommodations. (i.e.
captioning, preferential seating. lighting, note-taker, FM use)
Explain his needs to a new teacher, interpreter or staff member.
Explain type and degree of hearing loss and implication to the educational
setting.
Attends and participates in IEP meetings and transition planning.
Average of Response
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
2.0
4.0
N/A
4.0
4.5
4.0
2.0
4.5
3.57
4.5-5.0 Substantial
advocacy and
independence
Independence: Peer Interaction
Participates in class discussions, making comments relevant to topic.
Takes a role in cooperative learning activities and self-advocates for
communication needs.
Uses communication strategies to interact with peers (requests interpreter,
writes notes, gestures)
Average of Response
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
4.5
4.5
4.5
4.5
4.5-5.0 Substantial
advocacy and
independence
Independence: Community
4.5
2.5
1.5
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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2.0
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Makes telephone calls using technology (amplification, CapTel, Videophone),
following expected procedures and etiquette.
Accesses community services for the deaf and knows how to request specific
services (i.e., interpreter, CART).
Aware of community events for the deaf and hard of hearing
Knows rights related to communication access (IDEA, ADA, etc.).
High School Student Sample – High Visual-High Receptive
Uses assistive technology in non-school settings (flashing/vibrating alarms,
captioned media).
Independently communicates in community. (orders in restaurants, makes
purchases).
Aware of deaf culture/community and self-identification options (D/deaf, hard
of hearing)
Average of Response
TOTAL POINTS EARNED There are a total of 23 items. Subtract the
number of NA responses from 23 then average the student’s
responses. Compare to the continuum below to monitor growth
over time.
0-1.5 Lacks
1.5-3.0 Some
3.0-4.0 Growing
independence and
independence and
advocacy and
self advocacy skills
self advocacy skills
independence
Average
Of
Response
4.5
Unknown
3.5
3.08
3.63
4.5-5.0 Substantial
advocacy and
independence
INFORMAL INVENTORY OF INDEPENDENCE AND SELF-ADVOCACY SKILLS
FOR DEAF/HARD OF HEARING STUDENTS
(©2005) Developed by: George Clark, MS. Ed, CI, NAD-IV & Laura Scheele, MS Ed, NICAdvanced The authors grant permission for use in K-12 educational settings.
0-1.5 Lacks
independence and
self advocacy skills
1.5-3.0 Some
independence and
self advocacy skills
3.0-4.0 Growing
advocacy and
independence
4.5-5.0 Substantial
advocacy and
independence
For Students who use an Interpreter
5.0
4.5
3.5
4.0
4.0
4.0
3.5
8
4.0
5.0
1.5
1.5
1.5
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Recognizes the need for interpreting services and respects their role as
professionals.
Explains the role of the interpreter versus the role of the teacher.
Attends to the interpreter according to age expectations and student needs.
Asks interpreter for clarification when interpretation is unclear and notifies
interpreter of unclear signs/concepts.
Uses interpreter effectively during testing situations.
Gives appropriate feedback during interpretation to indicate comprehension of
interpreted message.
Articulates specific needs regarding interpretation (transliterating versus
interpreting).
Requests interpreting services, as needed, for printed English materials.
Works with interpreter to prepare for presentations.
Limits personal conversations with interpreter during instruction times.
Generally understands RID/NAD Code of Professional Conduct in relation to
educational and community interpreting.
Knows grievance procedures for solving problems/conflicts with interpreter.
High School Student Sample – High Visual-High Receptive
Requests interpreting services for extra-curricular activities.
5.0
Average of Response
3.5
Based on the findings of the above inventory, the identified skill sets, and knowledge of deficits need to
be addressed collaboratively.
List the action steps that the following people will make to ensure progress on goals.
Student:
Classroom Teacher(s):
Deaf/Hard-of-Hearing Itinerant Teacher (Teacher names here)
Interpreters (List of interpreters’ names): We will continue to educate Student about how and when he
can utilize an interpreter. We will continue to expose him to diverse interpreting styles and vocabulary
so that he can begin to advocate for his interpreting preference. We are empowering Student to
communicate with staff and peers to express his needs independently, while in a safe and supportive
environment, to support his continued development of self-advocacy skills. We have a Deaf community
liaison working with Student to educate him on the resources available in the Marion County and
surrounding areas, resources available nationwide, and laws applicable to the Deaf community. His
Deaf/Hard-of-Hearing Itinerant teacher and interpreters are also educating him on his rights as a Deaf
individual, the laws that support equal access, and resources available to him within the community.
Speech Language Pathologists (Speech Pathologist’s name here):
Family Members:
Other: Vocational Rehabilitation has been contacted and will also be working with Student.
The Center for Independent Living has been working with Student as well
8. Does the student have access to any of the following safety considerations:
N/A
Other (Personal Electronic
Devices)
Cellular Phone
 Student does not have a cellular phone. He expresses the
desire to have one to communicate with both hearing and
Deaf peers and work on his independence skills
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Tactile Alerts
9
Videophones
Visual Alert/Alarms
 Student has access at school. It is recommended that he
also gets one at home as well
 He has access to strobe fire alarms at school
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
High School Student Sample – High Visual-High Receptive
Section III- Consider Academic Level and & Readiness to Engage in the
Curriculum
Complete the Checklist of “Socio-Pragmatic Language Behaviors” and please indicate the
your observations of the student’s language skills
3
2
1
0
Uses
language
for this
purpose
occasiona
lly
Use of
language
for this
purpose
is
emerging
Never
uses
language
for this
purpose
No
opportunity
to observe
this
behavior/
unknown
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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Visually attends to the speaker or
interpreter (directed gaze or nodding to
show attending)
States, signs, or writes identifying
information when asked: Name
States, signs, or writes identifying
information when asked: Birth Date
States, signs, or writes identifying
information when asked: Phone Number
States, signs, or writes identifying
information when asked: Address
States, signs, or writes identifying
information when asked: Family (#, who)
Respects personal space of others (maintains
12” to 18” between self and others)
Appropriate body postures; smiling
Uses appropriate gestures
Maintains physical appearance (age
appropriate)
Requests attention or assistance
Responds to simple directions (whether
response is correct or not)
Requests objects or permission
Makes a response to questions
Uses appropriate vocal loudness and
intonation for differing situations, i.e.:
classroom vs. library vs. playground
Asks questions to gain information
Gives commands
Gives simple directions (minimum of two
steps)
Opens a conversation appropriately
Takes turns speaking in a conversation
Closes a conversation appropriately
4
Uses
language
for this
purpose
easily and
often
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1.
High School Student Sample – High Visual-High Receptive
Maintains topic in a conversation
Changes topic appropriately in a
conversation
Can clarify an idea when asked
Can give reasons when asked
Demonstrates polite interaction with peers
Demonstrates polite interaction with
authority figure
Shows awareness of needs of and empathy
toward others
Responds appropriately to humor
X
X
X
X
X
X
X
X
2. Please describe the student’s typical behaviors during a teacher-lead read-aloud:
Does not watch interpreter and follows text appropriately and independently
Does not watch interpreter and cannot follow text appropriately and independently
Watches interpreter and does not look at text
Watches interpreter and text simultaneously (such as with an interpreter next to a
document camera or interactive white board)
Does not watch the interpreter or look at text
Student switches back and forth from watching the interpreter to looking at the text,
but is not able to see both at the same time
X
Section IV- Consider Opportunities for Direct Communication with Peers and
Professional Personal and Opportunities for Instruction in the Student’s
Language and Communication Modes:
How do you observe student communicating with:
X
X
(Prefers)
ADULTS (Librarian, Principal, Counselor)
Does not communicate with adults
Communicates directly with adults using speaking/listening sign language,
gestures, a communication device, etc..
Communicates with peers through an additional source, such as an interpreter or
captioner
TEACHERS (Signing and Non-signing)
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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X
(Prefers)
X
PEERS (Hearing and Deaf/Hard-of-Hearing
Does not communicate with peers
Communicates directly with peers using speaking/listening sign language,
gestures, a communication device, etc..
Communicates with peers through an additional source, such as an interpreter or
captioner
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1.
High School Student Sample – High Visual-High Receptive
X
X
(Prefers)
Does not communicate with teachers
Communicates directly with teacher using speaking/listening sign language,
gestures, a communication device, etc..
Communicates with peers through an additional source, such as an interpreter or
captioner
2. Describe how instructional content is delivered to the student in various settings, such as with
a classroom teacher, DHH itinerant teacher, Occupational Therapist, coach, speech-language
pathologist, etc.. The student communicates directly with these teachers:
Student prefers most of his academic instruction via American Sign Language. He is able to
comprehend various signing styles and vocabulary easily. He appears to receptively
comprehend instructions better when it is explained in American Sign Language
grammar/syntax structure evidenced by his ability to accurately complete academics. When
instruction is provided in a more English based sentence structure he typically needs additional
clarification and expansion techniques. He has a broad vocabulary when expressing himself via
ASL. Student is able to independently communicate directly to his teachers for simple needs,
such as “water” or “bathroom” and while he still prefers to use an interpreter, he enjoys the
ability of communicating independently.
Expressively, Student is proficient communicating his own ideas, creative stories, answering
academic and personal questions, and summarizing academic materials learned. He is able to
code-switch contingent on who he is communicating with and understands that some of his
peers have different cognitive and language abilities. He has the ability to express himself based
on their sign language vocabulary, grammar needs, and cognitive needs. He is still learning that
cognition is not directly related to a peers’ maturity level and that this also impacts conversation
content and reactions.
Student has exhibited an improved attention span and maturity while in classes, evident by
completing assignments, completing his homework, and being attentive to lecture. He is able to
finish challenging academics without shutting down. He is adept at using resources available to
him, in his environment, to aid in his comprehension and completion of academics. Student has
a playful inclination that he is able to moderate when needed to complete tasks. He has a very
strong understanding of how to use an interpreter, and when to use the interpreter, versus
when to ask the teacher for help.
Student is able to communicate directly with his DHH Itinerant Teacher and his Speech-language
Pathologist due to their signing capabilities. He is able to ask them for clarification or ask an
interpreter to help clarify when the occasional need arises. We are working on his ability to
become gentler and less supercilious in expressing his needs and language preferences.
The student communicates through an additional source with these teachers:
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3. In your opinion, do you feel that additional training could benefit you or any other staff
involved with this student to provide an environment most conducive for language
development and educational success? Please explain.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016
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NA
High School Student Sample – High Visual-High Receptive







Yes, we believe an in-service for teachers that specifically work with Student would benefit from
an hour training to:
Provide a typical history of deaf students entering the school system
Explain more about the process of interpreting
Discuss how to plan with an interpreter to effectively meet the daily classroom objectives while
simultaneously meeting Student’s annual individualized educational goals
Explain diverse methodologies of teaching a deaf student so that lessons can be more visual and
more accessible
Discuss why completing academic assignments while the teacher is lecturing is not accessible for
the Deaf student
Discuss the difference between ASL and English and how this may impact lessons, specifically in
vocabulary, reading comprehension, and grammar based subjects/topics
Explain facial expressions and body language and how that is vital to communication (and easily
misconstrued by both hearing to deaf and deaf to hearing cultures. Ie: Student’s signs many
creative ASL stories that are often comedic and overdramatic; staff can misinterpret his signing
as anger or threatening when it is often his witty personality and ASL creative expression being
exhibited)
Section V- Considerations Regarding the Full Range of Needs
1. Describe any accommodations needed to provide communication access to non-classroom
components of the school day, such as recess, lunch, assemblies, extracurricular activities,
school plays, sports, field trips, etc...
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2. Describe any other areas of need or concern you have for this student that is not yet been
addressed (Social-emotional, cultural, etc.)
Student would greatly benefit from more exposure to Deaf professionals within the community.
He also needs to have more information about the alerting and notification systems available to
create a more inclusive environment upon graduation (ie: strobe fire alarms, door bell, carbon
dioxide, and crying alarms, etc.). He needs to know and understand and quote the laws that are
in place to prevent discrimination and to provide a sign language interpreter for his needs. We
would also like to teach more coping skills on how to interact with the hearing community.
Student needs to be exposed to college, technical, and trade schools opportunities available to
him specifically as a Deaf individual (National Institute for the Deaf or Gallaudet University). We
would like to see him work closely with Vocational Rehabilitation and the Center for
Independent Living to get him ready for living independently. Both of these entities will aid in
preparation for independence and college/tech school readiness.
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Student should always have interpreter available to him during assemblies, school plays, joining
an after school sports team, and off campus field trips. He should be empowered to make the
choice to attempt these activities without an interpreter, if he so chooses. Student does not
require an interpreter during lunch, but has access to one if a need were to arise.
Created by Sheri Arthur, Deborah Flagg, Margie Tyner, Linda Feliciano, Ann Cournoyer and Kayla Surdam
2016