EIPA Written Test and Knowledge Standards

Tutoring

Tutoring is an important support service that may be appropriate for deaf or hard of hearing students to receive. The interpreter may need to provide tutoring support. Therefore, educational interpreters must understand basic tutoring techniques. There are local and national resources available to assist with the responsibilities of tutoring. It is important for interpreters to seek this assistance. It is also important for educational interpreters to receive direction from the classroom teacher in terms of goals, timelines and outcomes.

The relationship between the tutor and the student is different from the relationship between the interpreter and the student. These roles must be defined and understood by both. Many times, it will be most appropriate for the deaf or hard-of-hearing student’s interpreter to function as the tutor because of the ability to use direct communication, the interpreter’s knowledge of the student’s educational program, and the rapport already established. As with interpreting, if the tutor is not knowledgeable in the subject matter to be addressed, tutoring will not be effective.

Core Standards

The EIPA Written test assumes interpreters are aware of this additional responsibility and has used the following core standards to develop the Tutoring & Aiding portion of the test.

• The need for tutoring services is decided during the IEP meeting by the educational team or by the classroom teacher. The goals of the tutoring must be clearly stated in the IEP.
• Tutoring may be a more appropriate support service for deaf or hard of hearing students than interpreting services.
• Tutoring within a subject matter area does not directly address language, communication or problems with interpretation.
• A student’s ability to repeat a concept does not mean the student understands it. Students can memorize language without understanding what it really means. When a student can answer questions spontaneously about the concept, or can show the interpreter that he understands, the interpreter has better evidence that the student has learned.
• In order to help a student understand a concept, a tutor must be able to apply the sequence of tutoring remediation.