Miss-Delectable
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http://www.4hearingloss.com/archives/2005/11/teaching_the_de.html
Malina Lindell began studying for her job as a sign language interpreter for the deaf before she was a year old. Of course, at the time, she had no idea the impact her home environment would have on her future.
According to Carol Clupny, the Program Director for the Umatilla-Morrow Education Service District, Lindell provides training and technical support to the seven educational interpreters employed by the ESD.
The ESD in turn provides the sign language interpreter services for the schools in Umatilla and Morrow counties, and, in addition, they support Blue Mountain Community College when they have a student requiring services.
The difficulties a deaf student faces are more far reaching than just failing to hear the teacher’s instructions, says Lindell.
A student who’s omitted from the give and take of normal conversation quite often feels more like an observer than a participant, but an interpreter can bring the world of communication to the life of a deaf child.
And with words, communication happens; friendships are formed; students laugh together; plans are made; questions are asked and answered.
In short, growth happens.
Opening the world of language also can eliminate potential problems. As Lindell points out, "You get a lot of behavior issues with kids who don’t have language or whose families or caregivers aren’t able to communicate with them — big behavior issues. Once communication starts to happen, those behavior issues usually start to go away."
Because of the Americans with Disabilities Act, schools must provide interpreters to any student needing service. Interpreters are provided through the ESD.
Mainstreaming deaf students has benefited hearing counterparts as well. The ESD interpreters often teach non-deaf students signing, which allows the hearing and deaf children form friendships. Children who hear come to recognize a deaf child as one of them, who happens to "speak" in a very interesting way — kind of like a secret code.
"They have learned understanding, tolerance. They’ve learned to accept deaf students as people. It’s so much more comfortable now," Lindell said. "And some of them may end up going into a field that deals with deafness or other disabilities, so it broadens their horizons.
"The responsibility of interpreting for my parents fell naturally to me, the oldest of three children."
Lindell began interpreting through the ESD in the early 1980s, shortly after she and her husband, Dave, moved to Pendleton. In 1987, she was named resource specialist.
In addition to her "on-the-job" training as an interpreter for her parents, Lindell has attended many workshops on interpreting over the years, eventually becoming a trainer herself.
She’s one of only two fully certified interpreters in Eastern Oregon. Requirements for certification are stiff, including a comprehensive written test and an evaluation of a sign language interpreting video prepared.
The ESD trains and employs a number of educational interpreters, but certification through the Registry of Interpreters for the Deaf shows a very high standard of accomplishment and qualifies an interpreter in almost any settings.
For Lindell, who’s currently interpreting for two students at BMCC, her job is the best thing she can imagine.
"Everyday is different. I get to teach; I get to be a student. Right now I’m interpreting in the Ag. Department, and I get to learn all this really cool stuff," Lindell said. "I get to work with the coolest people, and the ESD organization is great. Interpreting is very rewarding."
Lindell’s excitement about the job she does shows up in many ways. Her interpreting for Jared Richards of Silverton has been extremely helpful to the BMCC student’s collegiate endeavors.
"Without Malina’s support, I don’t think he would have made it," says Kerry Richards, Jared’s mother. "Her personality and skill level have helped him stay on track."
Richards pointed out that it’s very difficult for a deaf person to pay attention the same way a hearing person does. Our ears can go on hearing even when we relax, but the deaf student must constantly watch the interpreter — or risk missing some small but important fact.
Jared began school in a special program for deaf children in Salem. In the fourth grade, he entered a regular public school classroom and graduated with his high school class even though some educators thought he should be satisfied with less than a high school diploma.
Jared, who hopes to own a ranch or farm someday, likes working with Malina, "Because she makes things easier for me and makes a lot of things understandable to me."
"I’ve worked here since 1982 with only a couple of years off when my children were small," says Lindell. "I love my job. I wouldn’t want to do anything else."
And she certainly doesn’t show "signs" of changing her mind any time soon.
Malina Lindell began studying for her job as a sign language interpreter for the deaf before she was a year old. Of course, at the time, she had no idea the impact her home environment would have on her future.
According to Carol Clupny, the Program Director for the Umatilla-Morrow Education Service District, Lindell provides training and technical support to the seven educational interpreters employed by the ESD.
The ESD in turn provides the sign language interpreter services for the schools in Umatilla and Morrow counties, and, in addition, they support Blue Mountain Community College when they have a student requiring services.
The difficulties a deaf student faces are more far reaching than just failing to hear the teacher’s instructions, says Lindell.
A student who’s omitted from the give and take of normal conversation quite often feels more like an observer than a participant, but an interpreter can bring the world of communication to the life of a deaf child.
And with words, communication happens; friendships are formed; students laugh together; plans are made; questions are asked and answered.
In short, growth happens.
Opening the world of language also can eliminate potential problems. As Lindell points out, "You get a lot of behavior issues with kids who don’t have language or whose families or caregivers aren’t able to communicate with them — big behavior issues. Once communication starts to happen, those behavior issues usually start to go away."
Because of the Americans with Disabilities Act, schools must provide interpreters to any student needing service. Interpreters are provided through the ESD.
Mainstreaming deaf students has benefited hearing counterparts as well. The ESD interpreters often teach non-deaf students signing, which allows the hearing and deaf children form friendships. Children who hear come to recognize a deaf child as one of them, who happens to "speak" in a very interesting way — kind of like a secret code.
"They have learned understanding, tolerance. They’ve learned to accept deaf students as people. It’s so much more comfortable now," Lindell said. "And some of them may end up going into a field that deals with deafness or other disabilities, so it broadens their horizons.
"The responsibility of interpreting for my parents fell naturally to me, the oldest of three children."
Lindell began interpreting through the ESD in the early 1980s, shortly after she and her husband, Dave, moved to Pendleton. In 1987, she was named resource specialist.
In addition to her "on-the-job" training as an interpreter for her parents, Lindell has attended many workshops on interpreting over the years, eventually becoming a trainer herself.
She’s one of only two fully certified interpreters in Eastern Oregon. Requirements for certification are stiff, including a comprehensive written test and an evaluation of a sign language interpreting video prepared.
The ESD trains and employs a number of educational interpreters, but certification through the Registry of Interpreters for the Deaf shows a very high standard of accomplishment and qualifies an interpreter in almost any settings.
For Lindell, who’s currently interpreting for two students at BMCC, her job is the best thing she can imagine.
"Everyday is different. I get to teach; I get to be a student. Right now I’m interpreting in the Ag. Department, and I get to learn all this really cool stuff," Lindell said. "I get to work with the coolest people, and the ESD organization is great. Interpreting is very rewarding."
Lindell’s excitement about the job she does shows up in many ways. Her interpreting for Jared Richards of Silverton has been extremely helpful to the BMCC student’s collegiate endeavors.
"Without Malina’s support, I don’t think he would have made it," says Kerry Richards, Jared’s mother. "Her personality and skill level have helped him stay on track."
Richards pointed out that it’s very difficult for a deaf person to pay attention the same way a hearing person does. Our ears can go on hearing even when we relax, but the deaf student must constantly watch the interpreter — or risk missing some small but important fact.
Jared began school in a special program for deaf children in Salem. In the fourth grade, he entered a regular public school classroom and graduated with his high school class even though some educators thought he should be satisfied with less than a high school diploma.
Jared, who hopes to own a ranch or farm someday, likes working with Malina, "Because she makes things easier for me and makes a lot of things understandable to me."
"I’ve worked here since 1982 with only a couple of years off when my children were small," says Lindell. "I love my job. I wouldn’t want to do anything else."
And she certainly doesn’t show "signs" of changing her mind any time soon.