The form was prepared using legal acts as of 08/14/2008.
I APPROVED
Supervisor "_____________"
_____________ (____________)
JOB DESCRIPTION
sign language interpreter
1. GENERAL PROVISIONS
1.1. This job description defines the functional duties, rights and responsibilities of the sign language interpreter "____________" (hereinafter referred to as the "Organization").
1.2. A sign language interpreter is appointed and dismissed in accordance with the procedure established by current labor legislation by order of the Head of the Organization.
1.3. The sign language interpreter reports directly to the ___________ Organization.
1.4. A person with ________ professional education and ____ years of work experience in the specialty is appointed to the position of sign language interpreter (without presenting requirements for work experience).
1.5. A sign language interpreter must know:
- finger sign language, the methodology for its improvement, the culture and completeness of its implementation;
- decrees, orders, orders and other legal acts of the relevant federal executive authorities concerning employment, education and services for workers with hearing impairments;
- special psychology, medical and technical aspects of rehabilitation of persons with hearing impairments;
- main technological equipment and principles of its operation, specialization of workshops, sections, production connections between them, profile and features of the structure of the organization in which citizens with hearing impairment work;
- legislation on labor and labor protection of the Russian Federation;
- inner order rules;
- rules and regulations of labor protection, safety precautions, industrial sanitation and fire protection.
1.6. During the period of temporary absence of a sign language interpreter, his duties are assigned to ____________.
2. FUNCTIONAL RESPONSIBILITIES
2.1. The sign language interpreter carries out:
Translation of oral speech (telephone conversations, radio, television broadcasts, production meetings, meetings, conversations, conducting training sessions etc.) through sign language(direct translation) for deaf employees of organizations.
Translation of oral speech through sign language of the deaf and dactylology in communication between deaf citizens.
Reverse translation of sign speech of deaf citizens and dactylology into oral speech.
Constant work on the unification of gestures to achieve better mutual understanding among deaf workers in organizations and educational institutions that have groups of deaf people, as well as in the system of the All-Russian Society of the Deaf.
Participation in the work of speech and lip reading classrooms, promoting the further development of residual hearing and verbal speech of persons with hearing impairments.
Representing the interests of deaf citizens when they visit organizations, ensuring mutual understanding between deaf citizens and employees of organizations.
Organization of cultural, leisure and social rehabilitation work among people with hearing impairments.
Participation, together with the personnel department of organizations, in the organization of work and the effective placement of deaf and hard of hearing workers at production sites, as well as in monitoring the attendance and academic performance of deaf and hard of hearing students, their performance of industrial practice, and maintaining established documentation.
Work with the heads of production departments, translating instructions when training deaf and hard of hearing workers in safe working methods, explaining production tasks to them.
Organizing work to improve the skills of employees together with the heads of production departments.
Constantly replenishing one’s knowledge of standardized sign speech, improving the technique of mastering specific means of communication for the deaf.
3. RIGHTS
The sign language interpreter has the right:
3.1. Request and receive the necessary materials and documents related to the activities of a sign language interpreter.
3.2. Enter into relationships with departments of third-party institutions and organizations to resolve operational issues of production activities that are within the competence of a sign language interpreter.
4. RESPONSIBILITY
The sign language interpreter is responsible for:
4.1. Failure to fulfill one's functional duties.
4.2. Inaccurate information about the status of the work.
4.3. Failure to comply with orders, instructions and instructions of the Head of the Organization.
4.4. Failure to take measures to suppress identified violations of safety regulations, fire safety and other rules that pose a threat to the activities of the Organization and its employees.
4.5. Failure to ensure compliance with labor discipline.
5. WORKING CONDITIONS
5.1. The work schedule of a sign language interpreter is determined in accordance with the Internal Labor Regulations established in the Organization.
5.2. Due to production needs, a sign language interpreter is required to go on business trips (including local ones).
I have read the instructions _______________________/____________________
(signature)
Valid Editorial from 28.10.2009
| Name of document | ORDER of the Ministry of Education and Science of the Russian Federation dated October 28, 2009 N 481 "ON THE APPROVAL AND ENTRY INTO EFFECT OF THE FEDERAL STATE EDUCATIONAL STANDARD OF SECONDARY VOCATIONAL EDUCATION IN SPECIALTY 040406 ORGANIZATION OF SURDOCOMMUNICATIONS" |
| Document type | order, standard |
| Receiving authority | Ministry of Education and Science of the Russian Federation |
| Document Number | 481 |
| Acceptance date | 01.01.2010 |
| Revision date | 28.10.2009 |
| Registration number in the Ministry of Justice | 15472 |
| Date of registration with the Ministry of Justice | 09.12.2009 |
| Status | valid |
| Publication |
|
| Navigator | Notes |
ORDER of the Ministry of Education and Science of the Russian Federation dated October 28, 2009 N 481 "ON THE APPROVAL AND ENTRY INTO EFFECT OF THE FEDERAL STATE EDUCATIONAL STANDARD OF SECONDARY VOCATIONAL EDUCATION IN SPECIALTY 040406 ORGANIZATION OF SURDOCOMMUNICATIONS"
FEDERAL STATE EDUCATIONAL STANDARD OF SECONDARY VOCATIONAL EDUCATION IN SPECIALTY 040406 ORGANIZATION OF SURDOCOMMUNICATION
7.1. The educational institution independently develops and approves the OPOP SVE based on an approximate core professional educational program, including the basic curriculum and (or) sample programs academic disciplines(modules) in the relevant specialty, taking into account the needs of the regional labor market.
Before starting the development of the OBEP, an educational institution must determine its specifics, taking into account its focus on meeting the needs of the labor market and employers, and specify the final learning outcomes in the form of competencies, skills and knowledge, and acquired practical experience.
Specific types professional activity, for which the graduate is mainly preparing, should determine the content of his educational program, developed by the educational institution together with interested employers.
When forming the BOP, the educational institution:
has the right to use the amount of time allotted for the variable part of the BOP cycles, while increasing the amount of time allotted for the disciplines and modules of the compulsory part, or introducing new disciplines and modules in accordance with the needs of employers and the specifics of the activities of the educational institution;
is obliged to annually update the basic professional educational program (in terms of the composition of disciplines and professional modules established by the educational institution in the curriculum, and (or) the content of work programs of academic disciplines and professional modules, educational and practical training programs, teaching materials, ensuring the implementation of the corresponding educational technology) taking into account the requests of employers, the peculiarities of the development of the region, science, culture, economics, technology, technology and the social sphere within the framework established by this federal state educational standard;
obliged in workers educational programs of all disciplines and professional modules, clearly formulate the requirements for the results of their mastery: competencies acquired practical experience, knowledge and skills;
must ensure effective independent work students in combination with improving its management by teachers and masters industrial training;
is obliged to provide students with the opportunity to participate in the formation of an individual educational program;
is obliged to form a socio-cultural environment, create the conditions necessary for the comprehensive development and socialization of the individual, promote the development of the educational component of the educational process, including the development of student self-government, student participation in work public organizations, sports and creative clubs;
in order to implement the competency-based approach, should provide for the use of educational process active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional competencies of students.
7.2. Students have the following rights and responsibilities:
when forming his individual educational trajectory, the student has the right to re-credit the relevant disciplines and professional modules mastered in the process of previous training (including in other educational institutions), which frees the student from the need to re-master them;
in order to educate and develop the individual, achieve results in mastering the main professional educational program in terms of developing general competencies, students can participate in the development of student self-government, the work of public organizations, sports and creative clubs;
students are required to complete all tasks provided for in the main professional educational program within the established time frame;
Students should be given the opportunity to evaluate the content, organization and quality of the educational process.
7.3. The maximum volume of a student’s academic load is 54 academic hours per week, including all types of classroom and extracurricular (independent) academic work on mastering the basic professional educational program.
7.4. The maximum volume of classroom teaching load for full-time education is 36 academic hours per week.
7.5. The maximum volume of classroom teaching load for part-time (evening) education is 16 academic hours per week.
7.6. The maximum volume of classroom teaching load per year at by correspondence education is 160 academic hours.
7.7. The total amount of vacation time in the academic year should be 8 - 11 weeks, including at least two weeks in the winter.
7.8. Completion of a course project (work) is considered as a type of educational work in the discipline (disciplines) of the professional cycle and (or) professional module (modules) of the professional cycle and is implemented within the time allotted for its study.
7.9. Discipline" Physical Culture" provides weekly 2 hours of compulsory classroom training and 2 hours of independent study load (at the expense of various forms extracurricular activities in sports clubs, sections).
7.10. An educational institution has the right for subgroups of girls to use part of the educational time in the discipline “Life Safety” (48 hours), allotted for studying the basics of military service, to master the basics of medical knowledge.
7.11. Standard period for mastering the basic professional educational program in the secondary specialty vocational education for full-time education for persons studying on the basis of the basic general education, increases by 52 weeks (1 year) based on:
theoretical training (with a mandatory teaching load of 36 hours per week) 39 weeks.
intermediate certification 2 weeks.
vacation time 11 weeks.
7.12. Consultations for students full-time education is provided by the educational institution in the amount of 100 hours per study group for each academic year, including during the period of implementation of secondary (complete) general education for persons studying on the basis of basic general education. The forms of consultations (group, individual, written, oral) are determined by the educational institution.
7.13. During the training period, training camps are held for young men<*>.
<*>Article 13, paragraph 1 Federal Law"On military duty and military service" dated March 28, 1998 N 53-FZ (Collected Legislation of the Russian Federation, 1998, N 13, Art. 1475; 2004, N 35, Art. 3607; 2005, N 30, Art. 3111; 2007, N 49, Art. . 6070; 2008, N 30, art.
7.14. Practice is a mandatory section of the OBOP. It is a type of training sessions that provide practice-oriented training for students. When implementing OPOP SVE, the following types of internships are provided: educational and production.
Industrial practice consists of two stages: practice in the specialty profile and pre-graduation practice.
Educational practice and industrial practice (according to the specialty profile) are carried out by an educational institution when students master professional competencies within the framework of professional modules and can be implemented either concentrated in several periods or dispersed, alternating with theoretical classes within the framework of professional modules.
Goals and objectives, programs and reporting forms are determined by the educational institution for each type of practice.
Industrial practice should be carried out in organizations whose activities correspond to the profile of students’ training.
Certification based on the results industrial practice is carried out taking into account (or based on) the results confirmed by documents of relevant organizations.
7.15. The implementation of the basic professional educational program in the specialty of secondary vocational education must be ensured teaching staff, having higher education, corresponding to the profile of the taught discipline (module). Experience in organizations of the relevant professional field is mandatory for teachers responsible for students’ mastery of the professional cycle; these teachers must undergo internships in specialized organizations at least once every 3 years.
7.16. The main professional educational program must be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the BOP.
Extracurricular work must be accompanied by methodological support and justification for the time spent on its implementation.
The implementation of basic professional educational programs should be ensured by each student’s access to databases and library funds formed according to the full list of disciplines (modules) of the main professional educational program. During self-study Students must be provided with access to the Internet.
Each student must be provided with at least one educational printed and/or electronic publication for each discipline of the professional cycle and one educational and methodological printed and/or electronic publication for each interdisciplinary course (including electronic databases of periodicals).
The library fund must be equipped with printed and/or electronic publications of the main and additional educational literature on disciplines of all cycles, published over the past 5 years.
The library collection, in addition to educational literature, should include official, reference, bibliographic and periodicals in the amount of 1 - 2 copies for every 100 students.
Each student must be provided with access to library collections consisting of at least 3 titles of domestic journals.
An educational institution must provide students with the opportunity to quickly exchange information with domestic educational institutions, organizations and access to modern professional databases and information resources Internet networks.
7.17. When introducing OBOP, the council of an educational institution approves the general budget for the implementation of relevant educational programs.
Financing for the implementation of the BRI must be carried out in an amount not lower than the established standards for financing a state educational institution<*>.
<*>Clause 2 of Article 41 of the Law of the Russian Federation "On Education" dated July 10, 1992 N 3266-1 (Collected Legislation of the Russian Federation, 1996, N 3, Art. 150; 2002, N 26, Art. 2517; 2004, N 30, Art. 3086; Art. 3607; 2007, Art. 1932;
7.18. An educational institution implementing the main professional educational program in the specialty of secondary vocational education must have a material and technical base that ensures the implementation of all types laboratory work and practical classes, disciplinary, interdisciplinary and modular training, educational practice provided for curriculum educational institution. The material and technical base must comply with current sanitary and fire safety standards.
The implementation of the BRI must ensure:
students performing laboratory work and practical exercises, including, as a mandatory component, practical assignments using personal computers;
students' mastery of professional modules in the conditions of an appropriately created educational environment V educational institution or in organizations, depending on the specific type of professional activity.
When using electronic publications, an educational institution must provide each student with a workstation in a computer lab in accordance with the volume of disciplines studied.
An educational institution must be provided with the necessary set of licensed software.
List of offices, laboratories, workshops and other premises
Offices:
history and foundations of philosophy;
foreign language;
information technologies in professional activities;
anatomy, physiology and pathology of hearing and speech organs;
fundamentals of management;
theory and practice of sign language interpretation;
organizational and legal support for the activities of sign language interpreters;
fundamentals of teaching methods;
social aspects of rehabilitation of people with hearing problems;
life safety.
Laboratories:
computer science and information technology;
auditory-speech correction complex;
technical teaching aids (experimental multimedia complex).
Sports complex:
outdoor stadium generalist with obstacle course elements;
shooting range (in any modification, including electronic) or place for shooting.
library, reading room with Internet access;
Assembly Hall.
VIII. REQUIREMENTS FOR ASSESSING THE QUALITY OF MASTERING THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM8.1. Assessment of the quality of mastering the main professional educational program should include ongoing monitoring of knowledge, intermediate and state (final) certification of students.
8.2. Specific forms and procedures for ongoing knowledge control, intermediate certification for each discipline and professional module are developed by the educational institution independently and brought to the attention of students within the first two months from the start of training.
8.3. To certify students for compliance of their personal achievements with the stage-by-stage requirements of the relevant OPOP (current and intermediate certification), funds are created valuation means, allowing you to assess knowledge, skills and acquired competencies. Funds of assessment tools for intermediate certification are developed and approved by the educational institution independently, and for state (final) certification - developed and approved by the educational institution after the preliminary positive conclusion of employers.
The educational institution must create conditions for maximum approximation of current and intermediate certification programs for students in disciplines and interdisciplinary courses of the professional cycle to the conditions of their future professional activities - for which, in addition to teachers of a specific discipline (interdisciplinary course), employers should be actively involved as external experts, teachers teaching related disciplines.
8.4. Assessment of the quality of training of students and graduates is carried out in two main directions:
assessment of the level of mastery of disciplines;
assessment of students' competencies.
For young men, an assessment of the results of mastering the basics of military service is provided.
8.5. A necessary condition for admission to state (final) certification is the submission of documents confirming that the student has mastered competencies when studying theoretical material and undergoing practical training in each of the main types of professional activity. In particular, the graduate can provide reports on previously achieved results, additional certificates, certificates (diplomas) of olympiads, competitions, creative works in the specialty, characteristics from the places of pre-diploma internship.
8.6. State (final) certification includes the preparation and defense of a final qualifying thesis ( graduate work, graduation project). A mandatory requirement is that the subject of the final qualifying work corresponds to the content of one or more professional modules.
Requirements for the content, volume and structure of the final qualifying work are determined by the educational institution on the basis of the procedure for conducting state (final) certification of graduates in secondary vocational education programs, approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, defined in in accordance with Article 15 of the Law of the Russian Federation “On Education” dated July 10, 1992 N 3266-1.
The state exam is introduced at the discretion of the educational institution.
ORGANIZATION OF SIGNAL INTERPRETING IN THE EDUCATIONAL PROCESS IN A PROFESSIONAL INSTITUTION FOR PERSONS WITH DISABILITIES
Varinova O.A., sign language interpreter, 1st qualification. category, head of the laboratory of sign language interpretation, Institute of Social Rehabilitation of the Novosibirsk State technical university Novosibirsk, Russia
The features of the organization of sign language interpretation in a professional educational institution for persons with disabilities are considered. disabilities by ear.
The features of the organization of the sign language translation in the professional training institution for hard-hearing and deafpersons are considered.
To organize and manage the activities of sign language interpreters, a laboratory of sign language technology and sign language interpretation (ST and SP) has been created at the Institute of Social Rehabilitation of the Novosibirsk State Technical University (ISR NSTU). The main activity of the laboratory is to provide sign language interpretation to the educational process.
In accordance with the Regulations on the laboratory of sign language technology and sign language interpretation, the main tasks and functions of the laboratory of ST and SP are:
Providing training events with sign language interpretation;
Providing sign language interpretation for various cultural, leisure and social rehabilitation events held at the NSTU ISR;
Providing sign language interpretation during the work of the selection committee, during preparatory courses and entrance exams;
Summarizing the experience of the staff of the ST and SP laboratory and compiling thematic dictionaries of sign language;
Participation in the development of software, such as a computer tutorial for Russian Sign Language;
Organization and conduct of sign language courses;
Organization and conduct of disciplines related to the study of sign language;
Creation and replenishment of the material and information base in the field of sign language and sign language interpretation;
Determining the place and role of sign language interpretation in educational process;
Development of general requirements for sign language interpretation;
Participation in research in the field of sign language and sign language interpretation;
Participation in methodological seminars, conferences, events on education and social adaptation deaf and hard of hearing;
Monitoring and assistance in the use of sign language in teaching staff classes.
In the laboratory of sign language technology and sign language interpretation, the main contingent consists of specialists who come from families of the deaf. These are people without hearing impairments who were born and raised by deaf parents. Linguists refer to such people as native speakers. Namely, such sign language interpreters speak, think like deaf people, and at the same time have an excellent command of sign language. And they are the ones who are capable different ways Explain almost any information to a deaf person. The laboratory has seven such employees, including the head of the laboratory.
The process of providing sign language interpretation itself educational activities organized quite simply and clearly. At the beginning of the academic semester, the academic department draws up a schedule of classes. Based on this schedule, the laboratory of sign language interpretation and sign language technology prepares a schedule of sign language interpreters.
All disciplines studied by students with hearing impairments must be translated into sign language. Teachers who teach classes with a sign language interpreter are selected from the general class schedule. The laboratory draws up a schedule for each translator, taking into account interaction with the teacher, knowledge of the content of the disciplines, and most importantly, work experience is taken into account. After all, the higher it is, the easier it is for a translator to translate any discipline. There are translators who are qualified and qualified high level transfer disciplines in the direction of “Informatics”, i.e. not only master special gestures and terms, but also know the disciplines themselves well. Of course, there are translators who work skillfully in other areas. When drawing up the schedule, written requests from teachers are also taken into account, in which they indicate which groups and subjects they need a sign language interpreter. Many teachers order the required time for sign language interpretation, for example, “15-20 minutes at the beginning of the lesson,” “for the entire lesson,” “10 minutes before the bell.” This makes it easier to schedule and distribute the work time of a sign language interpreter.
In accordance with the schedule, qualifications and knowledge of the subject, each sign language interpreter is assigned to a teacher. There are 35 teachers in the ISR who use sign language interpretation. Each translator has his own schedule, the workload of which is no more than 40 hours per week.
The Institute of Social Rehabilitation uses a cabinet system. In the classroom where sign language interpreting classes are held, high and swivel chairs were purchased that are convenient for sign language interpreters, since the specifics of the work require that all students can see the sign language interpreter.
The laboratory has its own separate office, which allows all sign language interpreters to gather and resolve issues that arise in the implementation of their professional activities.
Classes with deaf students in any discipline are conducted with permanent or partial sign language interpretation. There are disciplines with a large volume of lecture material, where a sign language interpreter translates the entire speech of the teacher during the entire lesson - 1 hour 25 minutes. Some teachers use translation partially, devoting the rest of the time to practical classes or individual work with students. The sign language interpreter then goes to another lesson, helping another teacher. Of course, it is difficult for a sign language interpreter to adapt from one lesson to another, but, unfortunately, it is not yet possible to expand the staff of sign language interpreters. It is also not possible to have a sign language interpreter translate only in one discipline, because Each teacher requires a different amount of sign language interpretation. A sign language interpreter, attending the same classes in accordance with his schedule, does not lose the logical chain of the material taught to students. This, in turn, gives the sign language interpreter the opportunity to develop sign analogues for special terms used in the discipline being translated. In total, all this gives high quality sign language translation.
Each new academic year, the laboratory tries to slightly change the schedule of sign language interpreters. This is useful because the sign language interpreter begins to learn new disciplines and gestures associated with these disciplines.
Sign language interpreters are constantly improving their knowledge of sign language. Sign language interpreters of the 1st category share their professional knowledge, conduct open classes for others.
The laboratory has special literature on sign language. In addition to books in printed form, there is various literature in electronic form and the capabilities of the Internet are used.
With the help of this literature, sign language interpreters constantly expand their knowledge of standardized sign language and work to improve their sign language skills.
At the NSTU ISR there is a special stand “Sign Language Interpretation Laboratory”, where copies of printed materials on Russian sign language are regularly displayed, helping students master new signs.
Thus, the organization of sign language interpretation, taking into account all the above conditions, is a necessary component of the system of accessibility of vocational education for deaf students.
SIGN INTERPRETING AS A NECESSARY CONDITION FOR QUALITY PROFESSIONAL EDUCATION OF PERSONS WITH HEARING IMPAIRMENT
Varinova O.A., sign language interpreter of the 1st qualification category, head of the laboratory of sign language interpretation Traulko E.V., Ph.D. ped. Sciences, Associate Professor Institute of Social Rehabilitation, Novosibirsk State Technical University, Novosibirsk, Russia
Sign language interpretation is considered as a necessary condition for high-quality professional education of people with hearing impairment.
It is considered the sign language translation as an essential for high quality professional education of persons with hearing impairments.
One of the complex and still controversial problems of deaf pedagogy is the problem of using various kinetic forms of verbal and nonverbal communication in the education and social rehabilitation of deaf people.
IN Lately Thanks to the successes of defectology science and the practice of teaching the deaf, great changes have occurred in solving the problem under consideration: the fund of speech gestures has expanded, the commonality of manual communication has been generalized, and work on the unification of gestures has intensified within the framework of the World Federation of the Deaf. Much attention was paid to the use of sign language (I. F. Geilman, R. M. Boskis, G. L. Zaitseva, L. P. Noskova, etc.)
In Russian deaf pedagogy, the system of sign communication for the deaf is most deeply and consistently revealed in the research of Professor G. L. Zaitseva. The scientist identified the features of national (Russian) sign speech (RZHR), calque sign speech (KZHR), analyzed their lexical composition, and determined the conditions for using RZHR and KZHR. Following the definition of G.L. Zaitseva, it can be noted that “tracing sign language is a system of gestures designed to reproduce the structure of verbal languages, a kind of sub-
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DECISION of the Ministry of Labor of the Russian Federation dated 10-11-92 30 (as amended from 31-10-95) ON THE APPROVAL OF TARIFF AND QUALIFICATION CHARACTERISTICS FOR... Relevant in 2018
SIGN TRADE INTERPRETER
SIGN TRADE INTERPRETER6 - 11 digits
Job responsibilities. Translates oral speech (telephone conversations, radio, television broadcasts, production meetings, meetings, conversations, training sessions, etc.) through sign language (direct translation) for deaf employees of organizations. Translates oral speech through sign language of the deaf and dactylology when communicating with deaf citizens. Proficient in reverse translation of sign speech of deaf citizens and dactylology into oral speech. Conducts constant work to unify gestures to achieve better mutual understanding of deaf workers in organizations and in educational institutions, having groups of the deaf, as well as in the system of the All-Russian Society of the Deaf. Participates in the work of speech and lip reading classrooms, contributing to further development residual hearing and verbal speech of persons with hearing impairments. Together with scientific organizations conducts sociological studies of groups of workers (students) in order to determine the level of awareness of the deaf in matters of production or educational activities, political and social life. Represents the interests of deaf citizens when they visit organizations, ensuring mutual understanding between deaf citizens and employees of organizations. Organizes cultural, leisure and social rehabilitation work among people with hearing impairments. Together with the personnel department of organizations, it participates in the organization of work and the effective placement of deaf and hard of hearing workers at production sites, as well as in monitoring the attendance and academic performance of deaf and hard of hearing students, their performance of practical training, and maintains established documentation. Works with the heads of production departments, translating instructions when training deaf and hard of hearing workers in safe work methods and explaining production tasks to them. Together with the heads of production departments, organizes work to improve the skills of employees. Constantly replenishes his knowledge of standardized sign speech, improves his technique of mastering specific means of communication for the deaf. Provides systematic clinical examination of deaf and hard of hearing employees and students.
Must know: dactylic-gestural language, methods of its improvement, culture and completeness of its implementation; decrees, orders, orders and other regulatory legal acts of the relevant federal executive authorities relating to employment, education and services for workers with hearing impairments; special psychology, medical and technical aspects of rehabilitation of persons with hearing impairments; main technological equipment and the principles of its operation, the specialization of workshops, sections, production connections between them, the profile and features of the structure of the organization in which citizens with hearing impairment work; legislation on labor and labor protection of the Russian Federation; inner order rules; rules and regulations of labor protection, safety, industrial sanitation and fire protection.
PROOFER (INCLUDING SENIOR)