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English to Spanish: Hearing Peers General field: Medical Detailed field: Medical (general)
Source text - English HEARING PEERS
By Pamela Talbot
Placing the child with hearing impairment in educational settings with normally hearing peers is widely recommended to families using the Auditory – Verbal approach. There are many philosophies about mainstreaming. Even among professionals who agree with the concept there is disagreement about when it should occur. Some think that the child should not enter the mainstream until they are able to “swim on their own”.
Another approach, which is widely agreed upon among professionals in the Auditory- Verbal field, is to place the child into the mainstream from the start and provide/ build the support needed to help the child “learn how to swim”. Of course, there are exceptions to every rule so the needs of each child must be assessed on an individual basis. In addition, once the decision to mainstream has been made, there are a number of other issues to be considered regarding the specific setting. These would include the acoustic characteristics of the environment, the group size, the teaching style, the teacher’s attitude, and the richness of language models, to name a few.
The first major benefit behind the Auditory- Verbal philosophy about mainstreaming is having desirable speech and language models. In many cases, the young child with hearing impairment has speech and language skills that are lower than his/ her chronological age. By placing that child in a setting with hearing peers, s/he is getting maximum exposure to normal developmental speech and language models. By observing other children interact and/or attempting to participate with the other children, the child with hearing impairment is immersed in practical applications of the skills we are trying to establish. Essentially every interaction within the environment is a potential language learning opportunity. Similar to an adult trying to learn a foreign language, the “immersion” method is quite powerful.
The next advantage of mainstream placement is the expectation level of the curriculum and the staff members. The language and vocabulary used is not restricted or limited by preconceived notions of what the child is capable of retaining. The child gains exposure to a very wide variety of conversational and educational topics at the rate which is appropriate for the age range of the group. The repetition and elaboration which might be necessary for the child with hearing impairment to grasp the content is often provided through support services and by parents. ( Nobody said mainstreaming was going to be an easy job). Obviously, in order to decrease the language delay and support the curriculum of the mainstream a strong support team is critical. If that extra support was provided within the class, as in a self contained program, the quantity or extent of the topics introduced would have to be reduced. Exposure to the typical curriculum and seeing the natural levels of linguistic demands is also helpful to keep the parent’s expectations level high enough to facilitate the child’s maximum language growth.
In summary, there are a number of major benefits to placing a child with hearing impairment with normally hearing peers. However, this requires careful consideration, a strong support team and close monitoring to ensure the child is maximizing his/her potential.
Translation - Spanish COMPAÑEROS OYENTES
Por Pamela Talbot
Colocar a los niños con discapacidad auditiva en instituciones educativas con niños oyentes es ampliamente recomendado para las familias que usan el enfoque Auditivo- Verbal. Hay muchas filosofías en cuanto a la educación dentro de la corriente convencional. Aun entre profesionales que concuerdan con el concepto, hay discrepancias en cuanto a cuando esto debe ocurrir. Algunos piensan que el niño no debe ingresar a la escuela regular hasta que no sea capas de “nadar por sí mismo”. Otro enfoque, en el que acuerdan ampliamente profesionales del campo Auditivo- Verbal, es colocar al niño dentro de la escuela convencional desde el comienzo y proveer/edificar el apoyo necesario para que “aprenda a nadar”. Obviamente hay excepciones para cada regla así que la necesidad de cada niño debe ser evaluada en bases individuales. Además, una vez que se ha tomado la decisión de lo convencional, hay otros asuntos a considerar con respecto a el establecimiento específico. Esto incluye las características acústicas del ambiente, el tamaño del grupo, el estilo de enseñanza, la actitud del profesor, y la riqueza del lenguaje, para nombrar solo unos.
El mayor beneficio detrás de la filosofía Auditiva- Verbal de la educación convencional es el tener modelos deseables del habla y del lenguaje. En muchos casos, el niño joven con discapacidad auditiva posee habilidades del lenguaje y del habla inferiores a las de su edad cronológica. Ubicándolo en un sitio donde sus compañeros sean oyentes, él está obteniendo una mayor exposición a modelos de lenguaje y habla de desarrollo normal. Al observar la interacción de otros niños e intentar participar en ella, el niño con discapacidad auditiva se encuentra inmerso en la aplicación práctica de las habilidades que estamos tratando de establecer. Esencialmente, cada interacción dentro del ambiente es una oportunidad de aprendizaje del lenguaje. De la misma manera en que un adulto aprende una nueva lengua, el método de “inmersión” es poderoso.
La siguiente ventaja de la educación convencional es el nivel de expectativa del currículo y de los miembros del personal. El lenguaje y vocabulario no estará restringido o limitado por juicios preconcebidos de lo que el niño es capaz de retener. El niño gana en exposición a una gran gama de temas conversacionales y educativos al la velocidad apropiada para su grupo de edad. La repetición y elaboración que puede ser necesaria para el niño con discapacidad auditiva para comprender el contenido es frecuentemente provista por los servicios de apoyo y los padres. (Nadie ha dicho que la educación convencional va a ser trabajo fácil). Obviamente, en orden de disminuir el retraso en el lenguaje y apoyar el currículo de la educación convencional, el equipo es crucial. Si ese apoyo adicional fuese provisto dentro de la clase, como lo es en un programa autónomo, la cantidad o extensión de los temas debería ser reducido. La exposición al currículo típico y el observar las demandas lingüísticas naturales son de gran ayuda para mantener las expectativas de los padres lo suficientemente elevadas como para facilitar el máximo crecimiento del lenguaje.
En resumen, existen un número de beneficios importantes para ubicar a un niño con discapacidad auditiva con compañeros oyentes normales. Sin embargo, esto requiere de una consideración cuidadosa, un equipo de apoyo fuerte y supervisión cercana para asegurar que el niño esta maximizando su potencial.
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Translation education
PhD - Universidad del Rosario
Experience
Years of experience: 25. Registered at ProZ.com: Oct 2010.
I am a medical doctor with 23 years of practice in Colombia, South America, now working as a medical translator/ interpreter. In my practice, 50% of my patients were English speaking so I begun translating medical documents from that time. During those years I have gained a wide range of expertise in different fields such as patients’ records, specialized scientific articles, psychological tests, educational material for patients, families and health care workers. I also did editing of research protocols, psychological scales and questionnaires.
In addition, I am certified as a Medical Interpreter by the University of Georgia able to provide interpretation services to LEP (Limited English Proficiency) patients and their families in clinics, hospital settings and Social Security Administration disability claims.
Through continued work in the medical translation field I hope to learn new procedures, techniques and discoveries and to help Spanish Speaking health care providers to keep up with these advances through accurate and high quality translations.
