Purpose Statement The author desires to educate ASLI/TiE’s and other stakeholders of DHH education, of the impact a lack of knowledge, use, and application of the CAS has on interpretations classroom content. Consequently, the research will determine the relevance of an instructional course for Colorado ASLI/TiEs. If the author's hypothesis is correct, curriculum development of course training or workshop to share the research findings will be a valid endeavor for DHH student education. The curriculum will encompass discussion of strategies for using CAS in interpreting preparation. Furthermore, the course will investigate and analyze the CAS by using the resources on the CDE website. To further support the need for training was the large percentage …show more content…
The course will integrate interpreting practices regarding preparation using the CAS standards, and how ASLI/TiE’s understanding of the goals and objectives of the standards will improve students' access to an interpretation that is meaning based with minimal errors, thus assists in DHH student’s cognitive learning development. Upon completion of the course, ASLI/TiEs will apply their knowledge and increase their use of CAS information to provide a holistic and purpose-driven interpretation. Moreover, the course design will be broad enough so that other stakeholders in DHH education may participate and complete the course with a greater understanding of the importance of interpreter preparation using the content material CDE provides about the CAS and how the knowledge affects the message. Additionally, participants will further understand the impact an interpretation may or may not have on DHH student’s learning process and critical thinking. The ultimate goal is to influence ASLI/TiEs to become better prepared and knowledgeable so that DHH students receive equal access to communication and learning in the similar manner their hearing peers …show more content…
Dynamic equivalence: Defined “in terms of the degree to which the receptors of the message in the receptors language respond to it in substantially the same manner as the receptors in the source language” (Nida & Tabor, 1996 as cited by Freeman, 2015, p. 24). Educational Interpreter/Transliterators (ASLI/TiE): An individual who provides interpreting services “for all children and adults present in the classroom and other venues within the educational system…” (Patrie & Taylor, 2008, p. 7). Educational Interpreter Performance Assessment (EIPA): An assessment developed by Boystown National Research Hospital (n.d.a) to measurement ASLI/TiE’s skills in “voice-to-sign and sign-to-voice interpreting in the K-12 setting. The Likert scale rates skills between one (novice) to five (expert) based on • Grammatical skills: Use of prosody (or intonation), grammar, and space; • Sign-to-voice interpreting skills: Ability to understand and convey child/teen sign