Briefing
You have been asked to interpret for an international conference entitled “Challenges in High School Teaching”. During this presentation you are interpreting for an education expert on the topic of autism spectrum disorders and how to deal with autistic children in the classroom.
Listen to Speech
Interpreting Speech #4 – Autism (English-into-Mandarin)
Transcript and reference translation
I must say it’s been really fantastic to attend this conference and see presentations on a whole range of different issues that teachers face every day on the job.
我想说我很高兴能出席这次会议，并能看到关于教师日常工作中面对的各类问题的演讲。
My background is not only in teaching but also in special needs.
我的背景不仅仅是在教学方面，而且也在特殊教育这个方面。
As a Special Education Needs Co-ordinator in a mainstream secondary school in Sydney, I am responsible for ensuring that the special needs of pupils are identified and addressed across the curriculum.
作为悉尼一所主流中学的特殊教育辅导员，我所负责的是确保能找出学生的特殊需求，并通过教学大纲来解决这些问题。
In 2010 I completed my PhD entitled “Autism in the Classroom: Teacher and Student Dynamics”.
2010年的时候我完成了我的博士论文，题目是“教室里的自闭症——教师与学生的互动”。
My aim for today is to try and flesh out some of the most common signs of autistic behaviour and provide some practical advice for teachers on how to deal with it most effectively.
我今天的目的是尝试讲述一下自闭行为最常见的一些迹象，并给老师们提供一些如何有效解决这些问题的建议。
Autism is a neural development disorder which is observable in early childhood.
自闭症是一种神经发育失调症，常见于儿童早期。
Students with this disorder withdraw from communicating with their classmates and their teachers.
有自闭症的学生害怕与他们的同学和老师交流。
They also exhibit repetitive behaviour and have a profound fear of change in their environment.
他们还表现出重复性的行为，而且非常害怕身边环境的变化。
All of these aspects present a challenge that both beginning and veteran teachers may find difficult to overcome.
所有这些方面都是一种挑战，新的老师和经验丰富的老师可能会发现很难克服这些问题。
Autism is a “spectrum disorder” which means that, put simply, some people have mild symptoms whilst others have serious symptoms.
自闭症是一种程度不一的紊乱症，这意味着，简单点说，一些人症状较轻，而一些人症状严重。
Students with mild autism may be diagnosed with Asperger Syndrome.
患有轻度自闭症的人可能会被确诊为阿斯伯格综合症。
An autistic person may have a high IQ or a highly developed skill such as music or art.
一个有自闭症的人可能智商较高，或某方面技能突出，例如音乐或艺术。
Remember that autism should not be seen as a label, but as a signpost directing you to meeting the pupil’s needs and full psychological, and medical advice should always be sought.
请记住，自闭症不应该被认作是一个标签，而应该是一个路标，来指引你满足学生的需要并为其寻求全面的心理和医疗建议。
During my presentation I will go through some of the most common characteristics of autistic students that I have encountered both as a teacher and a special needs co-ordinator.
在我的演讲之中，我要说一说得自闭症学生的最常见的特点，这些特点是我当老师和特殊教育辅导员的时候注意到的。
Probably the most significant trouble that autistic students face is an inability to relate to you and the other students.
这些得自闭症的学生可能面对的最大的困难是跟老师和其他学生相处。
They might seem aloof, or passive, or even eccentric.
他们可能看起来冷漠，被动，甚至古怪。
What you need to remember is that they don’t really have an understanding of socialising with other people, but this is itself does not distress them, unless someone makes an issue of it.
你要注意的是他们真的不理解怎样去跟别人交往，但是这个问题本身并没有让他们感到紧张，除非有人指出。
On top of this, their speech difficulties are many and varied.
除此以外，他们也有各种各样的说话障碍。
They can range from no interest in communicating, to repetitive language, irrelevant but factual contributions, strange use of language rules, and so on.
这些障碍可能包括不喜欢沟通、语言重复、表达正确但不相关，用语怪异等。
This can be tough for a teacher to work with, and you may wish to seek specialist help to explore how best to manage this behaviour in the classroom.
老师处理这种情况非常困难，而且可能想去找一个专业家来探究怎样在课堂上最好的去管理这些行为。
You may also notice that an autistic pupil takes things very literally and you need to be careful that you don’t upset them as a result.
你也可能注意到得自闭症的学生只能了解言语的字面意思，而且你需要小心不要让他们难过。
Avoid sarcasm and think about the literal meaning of what you say.
避免用讽刺言语，并且考虑说话的字面意思。
You may have observed the pupil performing repetitive and stereotyped actions, perhaps on entering the classroom or getting stationery out.
你可能已经观察到了这种学生做重复化、模式化的动作，也许是在进入课堂或者把文具掏出来的时候发生的。
Their pre-established routines never change and if disrupted can upset them greatly, so avoid doing so.
他们前定的程序从不改变，如果被打乱的话，会使他们非常难过，所以请避免这样做。
Quite often, too, autistic pupils have a good memory, particularly for rote learning.
而且，得自闭症的学生记忆很好，尤其善于死记硬背。
They remember visual things very well, and find it easier to remember the last lesson by picturing what another pupil did or said.
而且他们可以通过想象其他学生所做的或所说的事情，来更好地记住上一堂课的内容。
They need ‘cues’ to help them remember, but once they have these, you can use them as a trigger repeatedly.
他们需要‘暗示’去帮助他们记忆，但是一旦他们接受，老师可以频繁地使用这种方法去刺激他们。
What many teachers pick up on pretty early is that students with autism have very good coordination skills.
很多老师很早就发现得自闭症的学生协调性好。
For example, the autistic pupil can dismantle and reassamble an intricate object with great ease and may have an obsessive need to repeat this again and again.
比如说，得自闭症学生善于拆卸组装复杂的物品，而且对重复这件事很着迷。
They find this activity highly rewarding, so try exploring ways to build this kind of task into the work you provide for them.
他们觉得这种活动很有成就感，所以你可以尝试想办法把这种活动放在你给他们的任务内。
Some content adapted from 500 Tips for Working with Children with Special Needs by Betty Vahid, Sally Harwood and Sally Brown.
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