LEADER 05306oam 2200697 450 001 9910465890203321 005 20211129053848.0 010 $a9781597569446$b(electronic bk.) 010 $a1944883258$b(electronic bk.) 010 $a1597569445$b(electronic bk.) 035 $a(CKB)3710000000749105 035 $a(SSID)ssj0001693781 035 $a(PQKBManifestationID)16544648 035 $a(PQKBTitleCode)TC0001693781 035 $a(PQKBWorkID)14008982 035 $a(PQKB)25090038 035 $a(MiAaPQ)EBC4853056 035 $a(MiAaPQ)EBC4591659 035 $a(Au-PeEL)EBL4591659 035 $a(CaPaEBR)ebr11235705 035 $a(OCoLC)953662190 035 $a(EXLCZ)993710000000749105 100 $a20160804h20162016 uy 0 101 0 $aeng 135 $aurcn#|||||||| 181 $ctxt$2rdacontent 181 $csti$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWorking with interpreters and translators $ea guide for speech-language pathologists and audiologists /$fHenriette W. Langdon, EdD, FASHA, CCC-SLP, Terry I. Saenz, Phd, CCC-SLP 205 $aSecond edition. 210 1$aSan Diego, California :$cPlural Publishing, Inc.,$d[2016] 210 4$d?2016 215 $a1 online resource (268 pages) $cillustrations (black and white) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$aPrint version: 9781597566117 1597567302 159756611X 320 $aIncludes bibliographical references at the end of each chapters and index. 330 $aWorking with Interpreters and Translators: A Guide for Speech-Language Pathologists and Audiologists offers state-of-the-art procedures to conduct interviews, assessments, and conferences with students with limited English language proficiency and their families. As no research base is available in the field of communicative disorders on this specific topic, the information presented in this guide is supported by a critical review of the literature on best practices in interpreting for international conferences and legal and medical fields. Furthermore, the authors' experience working with language interpreters and training professionals as well as graduate students in communicative disorders, makes this a very valuable resource for professionals, interpreters/translators, as well as undergraduate and graduate students. Federal and state laws specify that, if necessary, English-language learners (ELL) need to be assessed in their native language when referred for possible special education. The number of ELL students attending public schools across the nation has increased in the past few decades. There are not enough speech-language pathologists (SLPs) or audiologists who are proficient in the various languages spoken by ELL students--even in Spanish, the most common language spoken by ELL students in the United States. The next best solution is to conduct assessments in collaboration with a trained interpreter/translator. Key features include: Information and references for the most common languages spoken by ELL students Discussion of culturally based variables that need to be considered in the process of interviewing and working with linguistically and culturally diverse populations Description of the roles and responsibilities for individuals who will be collaborating as interpreters and translators with SLPs and audiologists in various contexts, such as interviews, assessments, and various meetings (such as IEPs and IFSPs), as well as suggestions on training individuals in this collaborative process Review of best practices in speech-language and audiological assessments, both with and without materials in the given language Five video clips that illustrate various facets of the interpretation and translation process included on a PluralPlus companion website Working with Interpreters and Translators: A Guide for Speech-Language Pathologists and Audiologists is a must-have reference for anyone working with ELL students. Although the process was developed with the pediatric population in mind, much of this information can be applied to older culturally and linguistically diverse populations in need of speech-language and/or hearing services. It will also be useful to professionals working with language interpreters in allied health professions in other countries. 606 $aSpeech therapy 606 $aSpeech therapy$xTranslating 606 $aAudiology$xTranslating 606 $aTranslating and interpreting 606 $aCommunicative disorders in children$xTreatment 606 $aCommunicative disorders$xPatients$xRehabilitation 608 $aElectronic books. 615 0$aSpeech therapy. 615 0$aSpeech therapy$xTranslating. 615 0$aAudiology$xTranslating. 615 0$aTranslating and interpreting. 615 0$aCommunicative disorders in children$xTreatment. 615 0$aCommunicative disorders$xPatients$xRehabilitation. 676 $a616.855 700 $aLangdon$b Henriette W.$0949657 702 $aSaenz$b Terry I$g(Terry Irvine), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465890203321 996 $aWorking with interpreters and translators$92146471 997 $aUNINA