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Interpreting for GED course
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Interpreting for GED course | ||||
| 5/22/13 @ 02:14 PM
Hello! I have started interpreting for a student who is receiving her GED. I have been in the class for two days now and the student is very motivated to get her GED so she can look for a job. I have never interpreted for a GED student. The teacher has several copies of books for each subject in the classroom. I have been using these books to follow along in class. I do not believe I can take the book outside of the class. I am wanting to know in general if there are any resources available to assist me? The student uses ASL and I am not sure where her reading/writing levels are based on the assessment she was given. As well, are there any interpreters who have had successful experiences within this scope of interpreting? Thanks so much! Kim Heibner | ||||
Reply to kheibner
Hi Kim, I spoke with a colleague who is involved with administering GED tests as well as providing GED preparation classes. She does have deaf or hard of hearing individuals in her program. She suggested the following:
1. Use the standard materials provided by the instructor. More than anything, the key to success will lie in the ability of the teacher to effectively communicate the key concepts in the course to the student.
2. It would be helpful for the disability services staff at the institution where the student is taking the class to speak with the instructor about effective teaching methods to utilize with an ASL user in this type of course. It would also be beneficial for the staff to see if the teacher would be available for one to one tutoring to address any information not understood during the class period. This is particularly significant given the class is being interpreted from English to ASL.
3. The GED exam itself is undergoing major revisions at this time. If the student is unable to take the test by September 2013, she might want to consider waiting until 2014 to take the exam in order to see how the changes to the GED exam will be implemented.
I hope this helps and please let me know if I can be of any further assistance.
Kathy Schwabeland
Pepnet 2
Reply to Kschwabeland
Kathy,
Thank you so much for the information; this is a great starting place. I will be in touch should other questions arise through this process. What I have noticed so far is that the student is motivated but in almost every area that has been covered so far she is weak. For example, last week we studied political cartoons and how to analyze them because they potentially will show up on the social studies part of the exam. She had never heard of a political cartoon; she was so lost and I tried to explain what a caricature was as well and she was lost. The teacher normally covers two topics per day in a three hour time frame. We meet three days a week. I am not sure her writing/reading skills yet, but there really isn't a subject she is comfortable with yet. She has told me she hates to read. The teacher does explain the concepts fairly well but he keeps moving at a good pace. She doesn't ask a lot of questions right now; hopefully they will become comfortable with each other and do more one-on-one. Thanks for your help.