Guidelines for Collaborating With Interpreters in Early Intervention/Early Childhood Special Education

Ages & Stages Questionnaire. (2016). Nine best practices for using an interpreter for ASQ completion. Retrieved from http://agesandstages.com/free-resources/articles/best-practices-for-using-an-interpreter-for-asq-completion/

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Barrera I. Corso R. M. Macpherson D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes.

Barrera I. Kramer L. (2009). Using skilled dialogue to transform challenging interactions. Baltimore, MD: Paul H. Brookes.

Brisset C. Leanza Y. Laforest K. (2013). Working with interpreters in health care: A systematic review and meta-ethnography of qualitative studies. Patient Education & Counseling, 91, 131-140.

Cheatham G. A. (2011). Language interpretation, parent participation, and young children with disabilities. Topics in Early Childhood Special Education, 31(2), 78-88.

Davis J. (2005). Code choices and consequences: Implications for educational interpreting. In Marschark M. Peterson R. Winston E. (Eds.), Sign language interpreting and interpreter education (pp.112-141). New York: Oxford University Press.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC%202014%20Recommended%20Practices.pdf

Dysart-Gale D. (2007). Clinicians and medical interpreters: Negotiating culturally appropriate care for patients with limited English ability. Family & Community Health, 30, 237-246.

Hanson M. J. Lynch E. W. (2010). Working with families from diverse backgrounds. In McWilliam R. A. (Ed.), Working with families of young children with special needs (pp. 147-174). New York, NY: Guilford Press.

Hwa-Froelich D. A. Westby C. E. (2003). Considerations when working with interpreters. Communication Disorders Quarterly, 24, 78-85.

Jezewski M. A. (1990). Culture brokering in migrant farmworker health care. Western Journal of Nursing Research, 12, 497-513.

Individuals With Disabilities Education Improvement Act. (2011a). §300.A.29(a).

Individuals With Disabilities Education Improvement Act. (2011b). [§303.321(a)(5) and 303.321(a)(6)].

Individuals With Disabilities Education Improvement Act. (2011c). [§303.25(a)(2)].

Individuals With Disabilities Education Improvement Act. (2011d). [§303.404(d)].

Keengwe J. (2010). Fostering cross cultural competence in preservice teachers through multicultural education experiences. Early Childhood Education Journal, 38, 197-204.

Lo L. (2012). Demystifying the IEP process for diverse parents of children with disabilities. Teaching Exceptional Children, 44(3), 14-20.

More C. Hart J. Cheatham G. (2013). Language interpretation for diverse families. Intervention in School and Clinic, 49, 113-120.

Turkish Cultural Foundation. (2016). Superstitions. Retrieved from http://www.turkishculture.org/lifestyles/turkish-culture-portal/superstitions-512.htm?type=1

U.S. Bureau of Labor Statistics, Department of Labor. (2015). Occupational outlook handbook, 2016-17 edition, interpreters and translators. Retrieved from http://www.bls.gov/ooh/media-and-communication/interpreters-and-translators.htm

U.S. Census Bureau. (2015). Most comprehensive language data ever released from the Census Bureau. Retrieved from http://www.census.gov/newsroom/press-releases/2015/cb15-185.html