Sarah Thompson

ITP 4465
Case Conference Reflection for education

When I began this journey in January, I never knew I would become so attached to the
student. It has been a true pleasure watching the student overcome many challenges
including the inability to truly communicate in spite of having a cochlear implant.
I would like to provide a little bit of background for my case conference. Currently, I am
working with a kindergarten student who has a cochlear implant and uses an FM system.
When ze arrived in August, ze only knew 10 words- that is all. So, in August, the interpreter
and other staff began exposing the student to sign language and establishing a means of
communication. In January, when I met the student, ze could not identify any
of zeir ABC's, let alone write them, had difficulty staying on task, and would get aggravated
out of inability to fully communicate. Today (Wednesday), the student's regular classroom
teacher gave the student an assessment and ze counted from 10 to 49 for the teacher. The
teacher puts the student in a reading group, and asks the student to follow along.
The demand is that the student is in a reading group where the teacher wants the student
and others in the group to 'echo' read, and follow along with their finger. The student relies
on me for visual communication and clarification of words. I felt like I had to do dual roles.
One feeling like the teacher is expecting me to read with the student, and secondly interpret
and provide signed concepts so the student can access the information. Eventually the
teacher began to get frustrated with the student not listening to her. I looked to my mentor
and my mentor said to just sign the story.

I learned from my case conference that first it is important not to step on too many toes. I,
as a sub interpreter have to be super careful to not ruin or over step boundaries which are
already in place. The other thing I learned is that I can always contact the regular interpreter
if I need to, to find out what typically happens in the class. Lastly, I can see if there is a sub
folder present which gives important information related to the student and where the
student typically sits.
Later that week, I used some of the controls which were discussed from this case conference.
I utilized the asking of the teacher what her goals were, and the best way to fit the language
needs of the student, as well as what the student needs to accomplish. The teacher was very
receptive of the suggestion and actually waited for me to interpret the concept before going
on to the next part. Collaboration is a wonderful thing!