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Dynamic Duos: Interpreters and Speech-Language Pathologists
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11/4/2017
When: Saturday, November 4, 2017
8:30 am - 12:00 pm
Where: Minnesota Department of Education, Conference Room B (NEW ROOM LOCATION)
1500 MN Hwy 36
Roseville, Minnesota  55113
United States


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Registration:

Online Registration has closed. Please contact the MSHA Office.

 

Details: 

As an expansion of last year’s speech-language pathologist and interpreter collaborative workshop, the Minnesota Speech-Language-Hearing Association (MSHA) and the Interpreting Stakeholders Group (ISG) are partnering to offer more detailed discussion along with practice of interactions between SLPs and interpreters. To ensure positive outcomes for the clients, interpreters and speech-language pathologists (SLPs) need to successfully collaborate during assessment and treatment sessions for individuals with communication or swallowing disorders.

 

SLP-interpreter teams will demonstrate procedures that are commonly used to evaluate and identify communication disorders, including a variety of strategies to gather information on how clients speak and express themselves in their native language. Also, demonstration of a pre-encounter briefing in which the SLP and interpreter discuss the purpose of the session and strategize on how the interpreter will be involved and a post-encounter debriefing in which the SLP reviews the information gathered about the client’s use of their native language.

 

In the second portion of the workshop, there will be small group discussions using dynamic learning groups (DLGs) of common challenges that are faced by SLPs and interpreters. Groups will identify solutions that can be put into practice. Topics for discussion will include terminology and cultural differences that hinder communication; meeting client needs while maintaining ethical standards; interpreting for individuals with disabilities that impair communication; and challenges that are unique to medical and educational settings.

 

The workshop will culminate with all participants participating in the summary of solutions and processes that the DLGs have formulated.

 

At the conclusion of the workshop, participants will be able to:

·  Identify three challenges that interpreter-SLP dyads face when SLPs are conducting bilingual evaluations and therapy.

·  Generate three solutions to common challenges faced by interpreter-SLP dyads when SLPs are conducting bilingual evaluations and therapy.

·  Explain three techniques for improving inter-professional communication between the fields of SLP and interpretation.

 

Time Ordered Agenda:

8:00 am - 8:30 am          Registration

8:30 am - 8:45 am           Welcome

8:45 am - 9:45 am           SLP and interpreter team demonstrations of common practice situations (6 available, participants will choose 3 to attend)

9:45 am - 10:00 am          Break

10:00 am - 11:30 am           Dynamic learning groups (DLGs) (6 available, participants will choose 3 to attend)

11:30 am – 12:00 pm          Recap of suggestions and solutions from DLG groups



Demonstrations: Briefing/Debriefing; Articulation Testing; Family Interview; Language Sampling; Therapy Session; Spanish Standardized Instrument Administration

 

Dynamic Learning Groups: Interpreter-SLP Rapport/Relationship; Resources; Ethics; Interpreting in the Context of Communication Disorders; Setting-Specific Challenges: Education; Setting-Specific Challenges: Healthcare



Presenters:

Marilyn Fairchild is a speech-language pathologist and clinical supervisor at the University of Minnesota, where she provides clinical supervision to graduate students in speech-language pathology. She has master’s degrees in teaching English as a second language and communication disorders, and has a strong professional interest in issues pertaining to communication disorders in culturally and linguistically diverse populations. She has experience working with interpreters while conducting bilingual speech and language evaluations and treatment in clinical and educational settings. She has also worked with the Minnesota Department of Education on various training projects and as a co-author of Talk With Me: A Resource Guide for Speech Language Pathologists and Educators Working with Linguistically Diverse Young Children and Their Families (2001, 2012). She is active in the Minnesota Speech- Language-Hearing Association (MSHA), recently concluding a term as co-president and continuing to serve on the Policy Council, Multicultural Affairs Committee and as co-chair of the Legislative Steering Committee. She recently participated in a leadership development program through the American Speech-Language-Hearing Association (ASHA). Her project for this program involved surveys of general education teachers in primary and secondary settings regarding their referral practices of English language learners for special education evaluations.    

 

Angela Luther, MA, CCC-SLP, CHI™Spanish, works in both medical and educational settings as a speech-language pathologist and as a healthcare interpreter when she is not giving therapy to children or adults.

 

Cindy McInroy, MA, CCC-SLP, has worked in the healthcare and education setting and currently works for the Bloomington Public Schools and Bloomington Public Health. She is the current president of Minnesota Speech-Language-Hearing Association (MSHA).

 

Sirad Shirdon, MS, CCC-SLP, is a pediatric speech-language pathologist who has worked extensively to support the needs of English language learner children with speech/language delays and/or disorders. In her work, Sirad has provided training to speech-language pathologists and school districts throughout the world on best practice in assessing and providing intervention for English language learner children with speech/language delays and/or disorders. Currently, Sirad is working with the Minnesota Department of Human Services in the state’s efforts to improve the capacity of Minnesota providers to provide treatment for children with autism and related conditions. In her spare time, Sirad is preparing her PhD dissertation which looks at the transition of Somali children with autism into kindergarten special education.

 

Jessica Porath has worked as a Spanish/English interpreter in the Minneapolis Public Schools Special Education Department for five years, where she also co-coordinates interpretation and translation requests for the department. Ms. Porath received her Certificate in Interpreting from the University of Minnesota in 2015. She has a Teaching English as a Foreign Language (TEFL) Certificate from Hamline University and degrees in Spanish and business from Concordia College. In addition, she has interpreted in other metro school districts and was a Peace Corps volunteer in Panama from 2008-2010.

 

Linda Cummings has experience in working as a certified speech-language clinician in medical rehab, private practice and most recently, for the last 11 years, within Minneapolis Public Schools. Linda currently works as a district program facilitator in support of families with students in special education whose native/home language is other than English and with teaching teams across the district. She works in support of the 12 district-wide interpreters. She is supporting the movement in the district for equitable evaluations to decrease disproportionate representation of students of color in special education.

 

Nancy Thul, MS, CCC-SLP, has been a speech-language pathologist (SLP) for over 34 years. She received her undergraduate degree from the University of Minnesota Moorhead and her master’s degree from Minot State University. Nancy has worked as an SLP in both Minnesota and North Dakota in the school and medical settings. For more than 20 years, she has been evaluating and serving bilingual students at Long Prairie Grey Eagle School district. She continues this job today as well as serving as the program director for the Speech-Language Pathology Assistants (SLPA) Program at Alexandria Technical and Community College (ATCC). Nancy also has written and co-teaches an online course at ATCC which was developed to help train bilingual school employees and/or community people who are pressed into serving as interpreters within rural settings and who may not have had any other previous training in the area of special education and evaluation.

 

Kalli Nelson is a speech-language pathologist (SLP) in her sixth year working for Minneapolis Public Schools. She also works part-time at a speech and occupational therapy private clinic. In addition, she teaches an online, undergraduate course on reading and writing disorders for Mankato State University. During her six years in the schools, she has worked with students in grades kindergarten through 12 who have a wide range of ability levels and disorders. Her primary area of interest is targeting speech and language goals through literacy based intervention. She believes that integrating speaking, listening, reading and writing skills in therapy will provide the best outcomes for students to access their curriculum. In addition, motivation is key for students to have the best outcomes in therapy. Students from diverse backgrounds need to see themselves and their culture represented in the literature. Students also need to be able to see the link between what they are doing in therapy and their classes.

 

Suu Suu Maung is a special education interpreter for the Saint Paul Public Schools working with students from birth to 21 years of age for the past four years. She came to Minnesota nine years ago with limited English and now is a student at the University of Wisconsin-River Falls majoring in communication sciences and disorders. She knows a few languages such as Pwo Karen, Sgaw Karen, Burmese, Thai and English.

 

Idolly F. Oliva is originally from Guatemala. She has served many roles in the medical interpreting arena over the last decade: Spanish interpreter, trainer/educator, and administrator. Idolly has been a licensed trainer for the Bridging the Gap and The Community Interpreter Programs and has trained hundreds of medical interpreters in the metropolitan and Greater Minneapolis area. Currently, she leads Interpreter Services at Allina Health; a system composed of 13 hospitals and 100+ clinics in Minnesota and Wisconsin. She’s also part of the advisory committee for Century College TRIN (Translation and Interpreting Program).   As a former board member of the Interpreter Stakeholder Group (ISG) she actively collaborated with the State in developing the draft for the interpreter registry and also participated in workgroups that produced a report for the State legislature on language access and interpreting services in the medical field. Idolly is committed to National certification by making it a requirement in the job description for her staff interpreters. Ms. Oliva was the Commissioner leading the 2016 National Job Task Analysis conducted by the Certification Commission for Healthcare Interpreters in the US. She’s fascinated by cultures and is passionate about languages. Idolly holds a Master Degree in Business Administration from Hamline University and a BA in Management with an emphasis in International Business from Webster University.

 

Sagal Gani is an interpreter of the Somali language.

 

Khadijo Abdi is an interpreter of the Somali language.

 

Nora E. Perez is an interpreter of the Spanish language.

 

Maria Estela Medina is an interpreter of the Spanish language.

 

Chee Xiong is an interpreter of the Hmong language.

 

Continuing Education:

 

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This course offered for 0.3 ASHA CEUs (Intermediate level, Professional area)

 

Presenter Disclosures

Relevant Financial Relationships: Marilyn Fairchild does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Marilyn Fairchild does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Angela Luther does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Angela Luther does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Cindy McInroy does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Cindy McInroy does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Sirad Shidon does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Sirad Shidon does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Jessica Porath does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Jessica Porath does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Linda Cummings does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Linda Cummings does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Nancy Thul does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Nancy Thul does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Kalli Nelson does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Kalli Nelson does not have any non-financial relationships to disclose. 

 

 

Relevant Financial Relationships: Suu Suu Maung does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Suu Suu Maung does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Idolly F. Oliva does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Idolly F. Oliva does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Sagal Gani does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Sagal Gani does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Khadijo Abdi does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Khadijo Abdi does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Nora E. Perez does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Nora E. Perez does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Maria Estela Medina does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Maria Estela Medina does not have any non-financial relationships to disclose. 

 

Relevant Financial Relationships: Chee Xiong does not have any financial relationships to disclose.

Relevant Non-Financial Relationships: Chee Xiong does not have any non-financial relationships to disclose. 

 

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