Phase II of the EIPDC grant, starting January 2005, the EIPDC will organize and implement the review of transcripts to determine whether the educational interpreter should pursue the "academic" or "performance" route to certification.

Official transcripts with course descriptions
should be mailed to the EIPDC office:
Union County College - EIPDC
232 East Second Street
Plainfield, NJ  07060
Attn:  Cynthia L. Williams, Coordinator

After reviewing the transcripts, with course descriptions, the Educational Interpreter will be notified via phone and mail to help them determine if they should pursue the academic or performance route to certification.

Those Educational Interpreters who have courses that they would like to "substitute" for any of the required courses must send their official transcripts and a course description, to document that the course does meet the objectives of the course as listed on this page.  Please remember that the courses were developed for "educational interpreters" not Teachers of the Deaf, Audiologists, or Speech and Language Specialists.  The objectives are specific and usually several courses will meet the requirements if you have a degree in the above fields

**Reminder:  Standard Endorsement, September 2009**

Academic Route: AA Degree, EIPA score 3.0 or higher, 15 credit hour course sequence.

Performance Route: RID/NAD Certification, HS Diploma/GED, EIPA score 3.0 or higher, 15 credit hour course sequence.

If you have any questions please do not hesitate to contact the EIPDC center at 908-791-4935.

Language Development for Educational Interpreters:

• A review of the principles and theories of childhood language development;
• A comparison of the development of language for children with various degrees of hearing loss with language development of children without educational disabilities;
• A survey of language intervention models for students who are deaf and hard of hearing;
• Additional issues impacting language development in children with hearing loss, including, but not limited to, alternative forms of communication, bilingual/bicultural issues, assistive technology and cochlear implants.

Child Development for Educational Interpreters:

• The stages of child development and learning from birth through adolescence;
• The interaction of physical, cognitive, emotional, linguistic, social and cultural factors within developmental stages;
• A comparison of the development of children without specialized needs with the development of the issues facing children and families with specialized needs.

Methods of Instruction:

• Curriculum development, based upon students motivation and learning theories will be addressed as they relate to primary and secondary age students;
• Review of the New Jersey Core Curriculum Content Standards, (CCCS), as well as unique curricula designed for students who are deaf/hard of hearing in the content areas;
• Instructional strategies for educational interpreters with an emphasis on vocabulary acquisition and language comprehension for students;
• Collaborative strategies for educational interpreters working with regular education and special education teachers and related services personnel in a variety of educational settings will be offered;
• Assessment of academic materials and successful completion of learning objectives according to established criteria in the student´s individualized education programs (IEP) will be presented.

Ethics and Laws for Educational Interpreters:

• Federal and state mandates which outline the provision of educational interpreters as a related service;
• The unique role and responsibilites of the educational interpreter and the various interpreter assignments within multiple educational settings;
• Collaboration and consultation models as the framework for the educational interpreter role with regular education teachers, special education teachers, school administration and parents;
• The role of the education interpreters as a member of the individualized education program (IEP) team;
• Issues related to etiquette, confidentiality, supervision and evaluation.

  Disability Laws for Educational Interpreters:

•  This course is designed to provide students with insights to best practices in educational interpreting and an overview and understanding of the federal laws and state mandates, which outline the provisions of educational interpreting as a related service. (1 credit, Online; Prerequisite HUD110 "Interpreting Role and Ethics")

Deaf-Blind Interpreting and Interpreting Strategies:

• The implication of hearing loss and visually impairment upon a student´s learning process and language acquisition;
• Basic strategies of tactual and restricted field interpreting;
• Adaptation in the delivery of linguistic and non-linguistic information;
• Collaborative models for interaction between the educational interpreter and additional resource personnel from outside agencies.