The New York State Guidelines For Educational Interpreting
CONTENTS
THE STATE EDUCATION DEPARTMENT | THE
UNIVERSITY OF THE STATE OF NEW YORK | ALBANY NY 12234
TO:
Professionals and Parents Who Are Involved in the Education of Students
Who Are Deaf or Hard of Hearing
FROM: Thomas B. Neveldine
SUBJECT: The New York State Guidelines For Educational
Interpreting
The New York State Education Department has been involved in a project
to address the quality of services provided by interpreters who work in
educational settings. Currently, under discussion are issues such as
the preparation of educational interpreters, the establishment of
statewide standards, and the development of an evaluation to l1ssist in
the implementation of those standards.
The New York State Guidelines For Educational Interpreting was
developed to address the lack of standardization of the interpreter's
role and responsibilities. The Guidelines define who the educational
interpreter is and describe the interpreter's role and responsibilities
within an educational context. It is, therefore, intended to provide
guidance in the appropriate use of educational interpreters, the
standards for their employment, and an understanding of the
relationship between the student who is deaf or hard of hearing, the
educational interpreter and others who affect the education of the
student.
Copies of the New York State Guidelines For Educational Interpreting,
are available from the Office for Special Educational Services
(518-474-5548) and at the Special Education Training and Resources
Centers (SETRC).
NEW YORK STATE GUIDELINES
FOR
EDUCATIONAL INTERPRETING
The
University of the State of New York The State Education Department
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of
The University
R. CARLOS CARBALLADA, Chancellor, B.S. .........................
Rochester
JORGE L. BATISTA, Vice Chancellor, B.A, J.D. .......................
Bronx
WILLARD A GENRICH, Chancellor Emeritus, LL.B. ................ Buffalo
EMLYN I. GRIFFITH, A.B., J.D
.................................................. Rome
LOUISE P. MATTEONI, B.A., M.A., Ph.D.................................
Bayside
J. EDWARD MEYER, B.A., LL.B.
............................................. Chappaqua
FLOYD S. LINTON, A.B., M.A., M.P.A. ...................................
Miller Place
MIMI LEVIN LIEBER, B.A.,
M.A............................................... New York
SHIRLEY C. BROWN, B.A., M.A., Ph.D...................................
Albany
NORMA GLUCK, B.A.,
M.S.W..................................................
New York
ADELAIDE L. SANFORD, B.A., M.A., P.D. ............................
Hollis
WALTER COOPER, B.A., Ph.D.
............................................... Rochester
CARL T. HAYDEN, A.B., J.D.
.................................................. Elmira
DIANE O'NEILL MCGIVERN, B.S.N., M.A, Ph.D................... Staten
Island
SAUL B. COHEN, B.A., M.A., Ph.D.
........................................
New Rochelle
JAMES C. DAWSON, A.A., B.A, M.S., Ph.D. .......................... Peru
President of The University and
Commissioner of Education
THOMAS SOBOL
Executive Deputy Commissioner of
Education
THOMAS E. SHELDON
Senior Deputy Commissioner for
Elementary, Middle and Secondary Education
ARTHUR L. WALTON
Deputy Commissioner for Vocational and
Educational Services for Individuals with DisabiIities
LAWRENCE C. GLOECKLER
Assistant Commissioner for Policy and
Program Development
EDMUND CORTEZ
Executive Coordinator for Special
Education Services
THOMAS B. NEVELDINE
The State Education Department does
not discriminate on the basis of age, color, religion, creed,
disability, marital status, veteran status, national origin, race,
gender or sexual orientation in the educational programs and activities
which it operates. Portions of this publication can be made
available in a variety of formats, including braille, large print or
audio tape, upon request. Inquiries concerning this policy of
equal opportunity and affirmative action should be referred to the
Department's Affirmative Action Officer, NYS Education Department, 89
Washington Avenue, Albany, NY 12234.
Acknowledgment
The project manager for the development of this Guide was Jacqueline
Bumbalo of the Office for Special Education Services. Tobi
Bickweat and Mark Myers of the Office of Vocational and Educational
Services for Individuals with Disabilities also provided significant
contributions to the project.
A special acknowledgment should go to members of the Advisory Committee
whose work is reflected throughout this document. These
individuals include: Joseph Avery, Harry Karpinski, Phyllis
Bader-Borel, Philip Cronlund, Marion Eaton, Larry Forrestal, Stephan
Haimowitz, Kathy Hoffman, Alan Hurwitz, and David McCloskey.
Foreword
These guidelines were developed by the New York State Education
Department in consultation with an Advisory Committee on Educational
Interpreting. This cummittee was convened to advise the
department on issues related to the standards, certihcation, and
preparation of interpreters who work in educational settings.
This document presents issues involving the appropriate use of
educational interpreters in the education of deaf and hard of hearing
students. Its goals are to provide basic background information
on the use of educational interpreters and to describe standards for
their employment and responsibilities in school districts, private
programs, and other educational agencies in New York State. This
document will assist schools in understanding the relationship between
the student who is deaf or hard of hearing and the educational
interpreter and others who affect the student's education.
In addition this document will affect services to students who are deaf
or hard of hearing by creating an environment where students will have
access to the curriculum enabling them to achieve the Strategic
Objectives of A New Compact for Learning.
Other important issues such as the preparation of educational
interpreters, the establishment of statewide standards, and the
development of an eva]uation for the certification of educational
interpreters are currently under discussion within the department and
will also be considered within the context of A New Compact for
Learning.
Introduction
Background
The provision of education to students with disabilities has been
greatly affected since the passage of Public Law 94-142. This
legislation assures that students with disabilities are entitled to an
equal opportunity to benefit from public instruction. This
assurance have been reinforced and extended through the Individuals
with Disabilities Education Act (IDEA) (1990), formerly the Education
of the Handicapped Act. In addition, the rights of individuals
with disabilities have been significantly strengthened by Section 504
of the Rehabilitation Act of 1973 and the American with Disabilities
Act (ADA) of 1990. Together these laws have expanded the nation's
commitment to the full participation, independent living, and economic
self-sufficiency of people with disabilities.
In the State of New York, the right to a free appropriate public
education is guaranteed for all students with disabilities between the
ages of 3 to 21. The needs of the individual child determine what
an appropriate education shall be for that child. Boards of
Education are required to furnish suitable educationa] opportunities
for students with disabilities based on the recommendations of
Committees on Special Education (CSE) or Committees on Preschool
Special Education (CPSE).
For many students who are deaf or hard of hearing, school settings
often require interpreting services in order for them to have an equal
opportunity to benefit from public instruction. Instruction,
curriculum, and the related activities that promote learning must be
adequately communicated to assure equal access to students who are deaf
or hard of hearing. In addition, interpreting services are
sometimes required for students to gain access to situations where they
may want to communicate or interact with their peers.
For many students who are deaf or hard of hearing and placed in the
general education environment, educational interpreting is the support
service which allows the student equal access to instruction and to the
overall school experience. This support service provides these
students, their parents, hearing children, faculty, and other school
personnel, with the communication bridge necessary to allow successful
participation in the educational and social activities of the school.
And yet, regardless of the need, there is a limited number of
interpreters available to work in educational settings who have the
requisite interpreting skills and knowledge of the instructional
process. This situation was identified by the Commission on
Education of the Deaf in the report entitled, Toward Equality (1988)
and by the National Task Force on Educational Interpreting in the
document entitled, Educational Interpreting for Deaf Students
(1989). In addition, these two reports describe the need for both
State Education Departments and the local educational agencies to
address the quality of interpreter services available in schools today.
Developing Standards for Educational Interpreting
In response to the need to address the quality of interpreter services,
the New York State Education Department is considering the
establishment of a requirement that an individual who works as an
interpreter in an educational setting be appropriately qualified.
The Report of the National Task Force on Educational Interpreting
provides the framework for such qualifications. It is anticipated
that to be considered qualified as an interpreter who works in an
educational setting in New York State, an individual will hold a degree
in educational and vocational interpreting which includes attainment of
specific competencies related to the field of teacher education and
interpreting. Issues related to this plan are under discussion,
such as: a two-year versus a four-year degree, the creation of
preparation programs for interpreters who work in educational settings,
providing individuals currently employed as educational interpreters
the opportunity to upgrade their skills, and the development of a
system to evaluate the interpreter's competencies.
While these activities will address the qualifications of the
educational interpreter, there is still a need for the standardization
of their roles and responsibilities within the educational
setting. This document attempts to do this by providing genera]
guidelines regarding the appropriate provision of educational
interpreter services, including the adoption of standards at the local
level, and the recruitment and responsibilities of educational
interpreters.
Roles and Responsibilities of the
Educational Interpreter
Definition of an Educational Interpreter
An educational interpreter is an individual who facilitates
communication among deaf and hearing persons in an educational
environment through the use of techniques developed for communicating
between deaf, hard of hearing, and hearing persons. The
interpreter is a member of the educational team, serving staff as well
as students, hearing as well as deaf people, by minimizing linguistic,
cultural, and physical barriers. The title "Educational
Interpreter" is recommended by the National Task Force on Educational
Interpreting, and is intended to imply that a person holding this title
has specialized preparation in deafness whose primary role is
interpreting, and is qualified to provide certain other educational
services described later in this document.
The interpreter who works in an educational setting may be required to
assume several responsibilities:
- provide interpretation in an educational setting;
- provide interpretation outside of the classroom;
- act as member of the educational team; and
- be involved in noninterpreting but educationally related
activities.
Depending on the communication needs of the student who is deaf or hard
of hearing, there are different types of interpreters. There are
oral interpreters who are used by deaf individuals who use speech and
speechreading to communicate. The individual reads the lips of the
interpreter who is specially trained to silently and clearly articulate
speech. A cued speech interpreter is similar to an oral
interpreter except that a hand code system or cue is used to represent
speech sounds. A deaf-blind interpreter is used by those who have
limited or no sight and hearing. There are several different deaf-blind
interpreting techniques, but most frequently the deafblind individual
receives the message by placing the hands on top of the interpreter's
hands. The most common interpreter is a sign language
interpreter. This interpreter listens to spoken messages and
interprets them into sign. While all of these different types of
interpreters communicate information to the student who is deaf or hard
of hearing, the interpreter may or may not speak for the student (voice
interpret). This decision is made by the student, who may prefer
to speak for him/herself.
A. Interpreting in an Educational Setting
The educational interpreter's primary role is to provide interpretation
and transliteration in the educational setting (definitions of
interpretation and transliteration appear in the glossary).
Within the context of an educational setting, the interpreter will
facilitate communication and understanding among the deaf, hard of
hearing, hearing students, and the teacher and others involved in the
student's education. The interpreter will also need to provide
interpretation in one or more forms. (For description of the
various forms of interpretation, see section "Skills and Preparation of
the Educational Interpreter.")
In order to effectively fulfill their primary responsibilities the
interpreter will be involved in several activities. These
include:
Preparing for Class
The educational interpreter prepares for upcoming classes by reading
materials in advance and consulting with the teacher to know in advance
the goals and objectives of the lesson, special nuances that the
teacher may want to convey, what materials will be covered, and whether
special activities, such as a movie, a field trip or involvement in an
"untraditional" educational setting, such as outreach into the
community or visits to local businesses, will present special
interpreting situations. The interpreter must keep current on
standardized technical signs used in different content areas.
Where a standardized sign is unavailable or unknown, the interpreter,
with input from the student, may create a sign for use within the
educational setting that is expedient enough for everyday use and
conceptually appropriate. The appropriate standardized sign
should be determined subsequently through research and incorporated
into the students and interpreters sign repertoire. The
interpreter should always rely on fingerspelling as an appropriate
alternative for a word or concept without a sign, or for which a sign
is not known.
Assessing
Receptive and Expressive Communication Skills
The interpreter will assess the student's receptive and expressive sign
language and mode use in order to judge the effectiveness of
interpretation. Furthermore, the interpreter should work with the
student's teacher to keep an inventory of new and emerging signs and
vocabulary which the student is learning and using. The
interpreter should consult on a regular basis with the deaf or hard of
hearing student's academic or vocational teachers to prepare for any
new concepts and vocabulary that will be introduced in a subsequent
class. The interpreter should be able to share knowledge about
the deaf or hard of hearing student's sign communication ability with
the student's teachers.
Adapting to the
Physical Setting
The interpreter, teacher, and other speakers must always be
visible to those receiving visual communication (American Sign Language
or other forms of manual communication). Interpreters must
position themselves so that lighting is appropriate for communication,
(e.g., not in front of a window where glare from the window may
interfere with the deaf student's ability to see the signs). The
interpreter should work with the teacher and student to determine the
proper seating of the student(s), position and location of the
interpreter, and to accommodate special needs which will arise during
events such as field trips, assemblies, public address announcements,
films and other media, parent/teacher conferences, and events off the
school premises, etc.
Explaining
Interpreter Role
The interpreter shares responsibility with the school administration
and others, (such as the supervisor of deaf education) for providing
clarification regarding an accurate understanding of his/her role with
the deaf or hard of hearing students, hearing students, school
personnel, and parents. This is especially important in a school
setting where there has been little or no experience with children who
are deaf or hard of hearing or with educational interpreters.
Clarification of the interpreter's role will do much to prevent
uncertainty regarding how he or she contributes to the educational
process. Providing in-service training to the whole school on the
role of an interpreter may assist staff in accepting the interpreter as
part of the educational team and promote the fuller integration of the
interpreter into the school community. Information on the role of
the interpreter may be provided during staff meetings, special
announcements, one-an-one meetings, or with simple printed handouts
explaining how best to utilize the service of the educational
interpreter. It is important that the point be made that the
interpreter is there for everyone, not just the deaf or hard of hearing
student - a point which may need to be reiterated periodically during
the school year.
B. Nonclassroom Interpreting
The provision of interpreting services may occur in a variety of
locations outside of the "traditional" dassroom. These may indude:
Parent conferences
Interpreters may be asked to provide interpreting services to parents
who are deaf during conferences about the child with whom they are
working, or with parents who are deaf and have hearing children who
attend the school. They should be skilled in the language/mode
with which the adult is most comfortable. In this situation, it
must be made clear that the interpreter is functioning in one role,
i.e., as a facilitator of communication, whose task is to ease the
exchange of information, and, not as a participant, whose
responsibility is to contribute the information to the
discussion. In this case, the optimum situation would be to bring
another interpreter into the meeting, in order to avoid role confusion
and the potential compromise of the quality of interpreting.
Testing situations
Educational interpreters are often called upon to interpret the
language of an examination, such as a psychological evaluation,
standardized test, reading exam, or spelling test or to provide for
communication needs during a student's individualized evaluation or
vocational assessment. The educational interpreter's role during
testing situations should be clear. This could be facilitated by the
interpreter and the evaluator meeting prior to the testing situation to
discuss expectations of the interpreter and the background of the
student. It is imperative that the interpreter, instructional
staff, and administration work together to ensure fairness both to the
student and to the testing instrument. For example, when
administering a psychological evaluation in the traditional manner, the
school psychologist orally pronounces English words in certain segments
of an examination, students listen, and record answers in the
appropriate boxes. With a deaf child, the interpreter hears the
words, and normally gives the sign. Some signs, however, are
highly iconic (suggestive of their meaning, by their configuration and
movement of the hands) and, thereby posing a situation which may give
away the answer. The purpose of the test would then be
compromised. When providing interpretation as a test
modification, care should be taken to conform to the requirements of
particular tests and not to affect what the test developer intended.
Discipline of
students
Because of the proximity of the educational interpreter and the
student, the educational interpreter may be involved in situations that
need disciplinary action. It would be helpful for both the
teacher and the educational interpreter to establish a mechanism for
dealing with these situations at the beginning of the school
year. At this time, strategies to address behavior that may
require disciplinary action could be jointly developed. The
teacher and the interpreter could then implement a plan to address a
student's classroom management needs, behavior expectations, and
discipline.
Generally, the educational interpreter would not be involved in
disciplinary action involving a child's misbehavior. This would
cloud the perception of roles, compromise the student-teacher
relationship, and, also, strain the relationship between the student
and the interpreter.
In situations where the student is misbehaving toward the interpreter,
the interpreter may then need to respond directly. This may take
the form of a private discussion between the interpreter and the child
concerning mutual responsibility and respect or may include expanded
discussion with teachers and other staff, as appropriate. The
educational interpreter may also be asked to facilitate communication
in disciplinary settings involving the teacher or other staff. In
this case, it is possible that the anger the student may feel at the
punishment, especially during the elementary years, may be focused on
the interpreter rather than on the individual dictating the
punishment. It is important that the child understands clearly
the roles of the various professionals, and that the person providing
the punishment and the interpreter understand these dynamics.
Supported work and
internship settings
In vocational or adult services settings, the interpreter may be asked
to facilitate communication in on-the-job situations on or off the
school premises. Although the interpreter may be working as part
of an educational team, he/she will be specifically responsible to
assist the student in meeting communication needs.
In such settings, a job coach rather than an interpreter may advocate
for the deaf worker. The job coach develops strategies for
on-the-job communication, helps train the prospective worker and
educates staff about the disabled. The roles of a job coach and
an interpreter should be clarified to those involved with the student
before a work or vocational experience or training begins. While
a person who serves as a job coach may be an interpreter in another
setting, the role must be clearly differentiated in the vocational
environment.
Counseling
situations
When students who are deaf or hard of hearing receive counseling, an
educational interpreter may be needed. In counseling situations
that deal with social or emotional issues, the Code of Ethics of the
Registry of Interpreters for the Deaf should be consulted. In
these counseling sessions, the role of the interpreter is clearly that
of communication facilitator only. The ethics of the counseling
profession as well as the interpreter should work to insure that
confidentiality is carefully observed, and that the child's classroom
interpreter should not be present if the child needs to discuss a
problem involving the interpreter. For example, the child may be
experiencing difficulty adjusting to the interpreter's personality or
may be critical of the interpreter's sign language skills. This type of
situation would require the use of another noninvolved interpreter.
Special Situations
Special situation may be defined as those educational situations that
take the student and the interpreter outside a typical school
environment. These may include: driver education classes, field
trips, and involvement in community activities or situations related to
employment or college activities. These situations may require
different kinds of arrangements and considerations. For example,
should an interpreter accompany a student during "on-the-road" segments
of driver education classes? What are the safety considerations
inherent for visible communication in a moving vehicle? How may
the educational interpreter assist in planning for situations that take
the student outside of school, such as, when meeting with a prospective
employer or exploring college and community opportunities?
Strategies for dealing with special situations should be developed on a
case-by-case basis to meet the student's individual needs.
C. Member of the Educational Team
The educational interpreter should have the opportunity to participate
as a member of the educational team. In this context the
educational team is comprised of a group of teachers, supervisors,
school staff, and others who are directly responsible for the
educational program of the student for whom the interpreter delivers
services. An educational interpreter's responsibilities are
likely to vary considerably from one work setting to another and should
take into consideration the kinds of levels of preparation and
experience that an educational interpreter brings to the task.
However, as a member of the educational team, educational interpreters
should be able to participate in several activities based on their
skills, such as:
- planning with the student's teacher(s) or other support
staff;
- participating in student conferences; and
- meeting with the Committee on Special Education (CSE) or
Committee on Preschool Special Education (CPSE).
The team situations described above, involve an interactive process
based on joint analysis and problem solving. The educational
interpreter could both contribute to and benefit from this
experience. As a member of the educational team, the interpreter
will be able to contribute special expertise, such as, information on
the student's communication competencies and needs, and generaJ
knowledge of the student. In addition, the educational
interpreter will learn information from the team experience which will
be helpful in the interpreting task
.
The success of the educational interpreter may depend as much on his or
her ability to work cooperatively with adults and children as on
interpreting skills. A collegial relationship with other
professionls and willingness to share responsibilities can be the basis
for successful team operation. In addition, administrative
understanding and support of these relationships would create an
atmosphere for collegial relationships to develop and grow. A
description of various interactive relationships that an educational
interpreter may be involved in follows.
Educational
Interpreter and the Regular Sducation Teacher
The relationship between the educational interpreter and the teacher is
of primary importance. Having another adult in the classroom may cause
some anxiety for teachers who are not used to providing instruction
with other adults present. Teachers may regard it as diminishing
their authority at first, but over time, most come to value the help
which the interpreter provides and become comfortable with their
presence. Periodic planning meetings are essential to ensuring
optimum effectiveness.
Educational
Interpreter and the Teacher of the Deaf
The relationship between the teacher of the deaf and the educational
interpreter is an important one. Both
are professionals working as part of a team to ensure the most
appropriate education for the student. They must draw upon their
expertise in order to provide in-service training for staff and hearing
students as well as instructional strategies and delivery systems for
deaf students.
Because teachers of the deaf should have knowledge about the
implementation of support services, they may be called upon to
coordinate interpreter services, i.e., to help devise scheduling and
deal with logistics. The coordination, however, depends on the
success of this constant feedback from the interpreter and must be
accompanied by an open-mindedness and respect on the part of the
teacher of the deaf for the skills, responsibilities, and demands
placed on the educational interpreter. Interpreters can provide
essential information to the teacher of the deaf because they are
present with the student throughout the schooJ day. They may provide
input on the student's use of language skills, strengths, and
weaknesses. At the secondary level, the input from the
interpreter should be less because the student should be more capable
of communicating his or her own needs. Because contact between
the interpreter and teacher of the deaf is so essential to the
student's success within the regular education environment,
consultations between them should be routinely scheduled within the
school day.
Educational
Interpreter and the Notetaker
The educational interpreter may not be the only support service
provider in the regular classroom on a daily basis. Notetakers
are provided to record class material for some deaf or hard of hearing
students. A student who is attending to the interpreter, to the
teacher for speech-reading clues, and watching the blackboard or
overhead display, will not be able to take notes. In addition to
taking notes, the notetaker provides a written context of the classroom
and content areas. The presence of two adults in the classroom in
addition to the teacher may draw unwanted attention to the deaf or hard
of hearing student. It is important to diminish the potential for
confusion, distractions, and anxiety by careful planning and
explanation. In the many situations where this has occurred, it
quickly becomes the norm, and is usually readily accepted by all
parties.
Educational
Interpreter and the Parent
As the interpreter will typically spend most of each school day with
the child, the parent may contact the interpreter for information about
the child. The interpreter should be able to communicate about
the benefits or effectiveness of the interpreting service provided, but
should refer the parent to the teacher for specific information
concerning academic or vocational progress and overall student
performance. Matters concerning placement, other support
services, etc., should be referred to the person who heads the
student's educational support team, the CSE, CPSE, or student's special
education teacher.
Educational
Interpreter and the Deaf or Hard of Hearing Student
The student and the interpreter may be expected to establish a close
relationship because they are together everyday in many different
situations. An overly dependent relationship may develop, when a
student begins to rely on the interpreter for the emotional support and
understanding that might better be provided by that student's
peers. When this occurs, the interpreter should ask for guidance
from the school counselors and other staff to develop strategies for
enhancing student independence and self-confidence.
When the student has concerns regarding the support services provided,
including interpreting, it is important that he or she has a forum
where these issues may be aired. In situations where the
interpreter must be present as a participant, it is essential that the
district provide an interpreter not involved within the program to
facilitate communication.
Students, especially in the elementary grades, do not necessarily know
how to use the interpreter effectively. They must learn proper
use of all support services including the educational interpreter. The
teacher of the deaf, educational interpreters, or members of the
student's educational support team could work with the student in
understanding the interpreter's role. Such learning is an ongoing
process as the student matures and interpreting situations become more
involved (e.g., in a laboratory or driver education situations).
Included in this instruction should be training on the philosophy and
strategies of self-advocacy. Students should exit the public
school with an understanding of the role of the educational interpreter
at the elementary, secondary, and postsecondary level. They
should also be educated in strategies for dealing with an interpreter
who lacks sufficient skill and knowledge needed for the circumstances.
Educational
Interpreter and the Building Principal
The administrator of the building is an important person on the
educational team. The building principal's attitude toward the
interpreter will influence the way the rest of the staff will perceive
and interact with the interpreter. Routine inclusion of the
interpreter in staff meetings and activities will set a positive tone,
and will greatly enhance the interpreter's ability to perform his/her
responsibilities. The administrator can also ensure that the
interpreter has sufficient time to prepare for and rest from
interpreting and thereby avoid repetitive motion injury and diminished
quality of interpretation due to mental and physical fatigue. The
interpreter should be willing to work flexibly with administration on
matters related to scheduling and roles and responsibilities. A word of
caution needs to be expressed regarding the role of the educational
interpreter on the educational team. Because the interpreter is
often the only person in the school with special knowledge about
deafness, he or she may be called upon as a resource in this
field. However, the interpreter is ethically obligated to be
aware of his or her limitations and be able to identify other
resources, where appropriate.
D. Noninterpreting Responsibilities
The educational interpreter may perform a number of other educational
tasks, depending on the need of the students and the interpreter's
skills and background. Such duties are the responsibility of the
individual school district to specify in a job description, and for the
interpreter to accept or negotiate when hired. However, it must
be clear that typical noninterpreting duties are identified and
explained as follows:
Tutoring
Interpreters may be asked to tutor under the supervision of the regular
classroom teacher or the teacher of the deaf. Since interpreters
must, by definition, be able to communicate well with the student,
tutoring and reviewing assignments may be an appropriate job
responsibility. However, it must be clear that other
responsibilities must be curtailed when the need arises for
interpreting.
The subject area in which interpreters are expected to tutor should be
one with which they are familiar. Interpreters should also
receive ongoing in-service training in instructional strategies to be
used during the tutoring sessions as well as have time during the
school day to consult with the classroom teacher on aspects of course
content which need to be clarified so they may be appropriately
interpreted. It is recommended that educational interpreters who
tutor should receive instruction in behavior management techniques
before beginning tutoring. This skill is important in order to
know how to keep students focused and on task.
Teaching Sign
Language
At times, the educational interpreter may be expected to teach basic
and enrichment level sign language to hearing or deaf students, as well
as to faculty and other staff members. Interpreter preparation
programs seldom cover in-depth training in the instruction of sign
language and interpreters are not ordinarily prepared to teach formal
linguistically oriented classes in sign language. Formal courses
in American Sign Language (ASL) should be taught by individuals
prepared to provide instruction in ASL as a second language.
Providing General
Classroom Assistance
While classroom management is the responsibility of the teacher,
interpreters may, when interpreting is not needed, provide other kinds
of assistance to the classroom teacher, especially in the elementary
grades. There must be a good understanding of the level and kind of
assistance the interpreter can contribute to the classroom environment
without interfering with the primary duty of interpreting.
Educational
Planning
The interpreter, teacher, and other individuals involved in the
student's educational program need to consult regularly (perhaps daily)
about lesson plans, upcoming activities, tests, new vocabulary,
etc.. Time must be set aside for the interpreter to review
materials, become oriented to the upcoming curriculum content, and to
anticipate signs that will be used for new material. This
planning time will provide the educational interpreter with the
opportunity to prepare for the interpretation session and to research
the appropriate use of a sign, as needed. Generally, educational
planning will improve the quality of interpreting. The
interpreter must also plan time for instructing deaf, hard of hearing,
and hearing students on how to use the interpreter. This may be
especially important in the elementary grades.
Ethical
Considerations
The Registry of Interpreters for the Deaf (RID) in 1979, adopted a Code
of Ethics for Interpreters. Most interpreting up to this time,
was for adults in everyday situations such as going to the doctor,
conducting business in the community, and attending church. The
advent and burgeoning expansion of the mainstream movement increased at
a rapid pace the demand for interpreters in educational settings first
in colleges, and subsequently through all levels of public
education. Currently, by far the majority of interpreting for
deaf persons is done in educational settings. The Code of Ethics
was developed to set a standard of ethical behavior and to guard
against the potential for abuse of interpreter-client relationships,
especially in regards to confidentiality. Of the nine tenets detailed
in the Code of Ethics, the one aimed at preserving confidentiality in
the interpreter-client relationship has proven the most problematic in
educational settings. A strict application of the Code of Ethics
designed for adults, in community settings, would prevent the
educational interpreter from discussing anything about the content of
interpreting with any person.
School districts in some states have adapted the Code of Ethics to
educational settings so that it still provides useful guidelines for
ethical behavior, but incorporates the principle of discussing student
needs and performance with the educational team or as dictated by
policies and procedures within the district and school building.
Any school may choose to adapt the RID Code of Ethics to clarify the
educational interpreters role within the educational setting. In
any case, the educational interpreter would need to maintain a
professional attitude and adhere to the policies and practices
established within the school for all its staff in promoting the safety
and welfare of students within the school.
Another adaptation of the RID Code of Ethics that would be necessary to
acknowledge in New York State, concerns the choice of the language to
be used for the interpretation. The authority for determining the
communications mode to be practiced in the school lies with the CSE and
CPSE. The RID Code of Ethics states that the client determines
the mode. This may not be practical, especially in an elementary
setting where English language development (and sign development) may
be rudimentary in the beginning. Student and parents have the
opportunity to make recommendations regarding the language mode during
the CSE or CPSE meeting to develop the student's Individualized
Education Program (IEP). If the parents or student are not satisfied
with the CSE and CPSE recommendation, they may initiate due process
procedures.
Roles and Responsibilities of the School
Providing Meaningful Access
Schools are responsible for providing both students and parents
meaningful access to certain aspects of the education process.
For students and/or parents who are deaf or hard of hearing, meaningful
access is often provided by an interpreter. A school has
responsibility for providing interpreter services in at least three
situations. These include:
- A student who is deaf or hard of hearing who is receiving
educational services in a setting with hearing individuals.
- A parent who is deaf or hard of hearing when involved in
the special education process on behalf of his/her child.
- A parent who is deaf or hard of hearing when involved in
certain school-sponsored activities related to his/her child.
Each of these activities is discussed below: Determination of
eligibility for special education programs and services, evaluation,
program development, planning for transition services, and review for
students who are deaf and hard of hearing is the responsibility of the
CSE and the CPSE.
These committees are responsible for determining eligibility for
special education and for identifying the student's needs including the
need for an educational interpreter. This determination is made
when a student is initially referred to the CSE or CPSE, and is
reviewed annually for as long as the student receives special education
services.
In making its decision, the CSE and CPSE review all available
information regarding the student's individual needs. Such
information might include recent evaluations, including vocational
assessments, previous school records, IEPs, and classroom
observations. In determining the student's communication needs,
information and suggestions from the student's teacher, related service
providers, interpreter, parents, and student should be sought.
In making its recommendation for the provision of an educational
interpreter, the CSE and CPSE will also be determining which language
mode should be used by the interpreter with the student and what the
interpreter's role will be in testing situations. Decisions about
the selection and qualifications of an educational interpreter should
be consistent with the needs of the student as identified by the
CSE/CPSE and as described in the student's IEP.
The CSE and CPSE have the additional responsibility of keeping parents
fully informed throughout the special education process.
Therefore, whenever a CSE or CPSE sends a notice to a parent who is
deaf, that parent may have the notice interpreted. In addition,
whenever a parent who is deaf attends a CSE or CPSE meeting an
interpreter must be made available, as appropriate, in order for the
parent to fully participate in the meeting.
Parents who are deaf or hard of hearing also have the right to
meaningful access to certain school sponsored activities outside the
purview of special education. These activities include
school-initiated conferences pertaining to the academic and/or
disciplinary aspects of their child's education.
In preparing to meet the needs of parents who are deaf, boards of
education are required to adopt a policy consistent with Section
100.2(aa) of the Regulations of the Commissioner. It is
recommended that such policy include:
- notification to parents who are hearing impaired of the
availability of the interpreter services and the timelines in which
requests must be made for interpreters;
- methods of arranging for interpreters;
- notification to appropriate school personnel;
- provision to ensure the availability of sign language
interpreters to eligible parents when district students attend out of
district schools or programs; and
- examples of what constitutes reasonable accommodations, in
the event an interpreter cannot be located; such accommodations may
include the use of:
- written communications, transcripts, notetakers, etc.;
and
- technology.
Hiring and Supervision
Because of the low incidence nature of deafness, a
school district may not have knowledge about deafness and
interpreting. Therefore, when a student who is deaf or hard of
hearing enters the school system for the first time the school may need
guidance from outside sources to assess the communication needs of the
student and to judge the credentials of a candidate for an interpreting
position. This section of the document is intended to provide
assistance in that process. Additional resources are listed in
Appendix C.
A. Job Descriptions
A written job description is of major importance to both the
interpreter and the employing school or school system, and should be
shared with all staff who will be involved with the deaf or hard of
hearing student. Job descriptions may vary according to the
specific needs of the individual school district and should be
developed by local school administrators to meet local needs and
specifications. The duties of an educational interpreter in a
district with one student, may be different than those in another
district which has numerous deaf or hard of hearing students.
Further, duties at different educational levels should be
differentiated. Reflecting the principle of gradually leading a student
toward more responsibility for his/her own education, the range of
duties and breadth of responsibilities of an educational interpreter
for elementary school deaf and hard of hearing students would tend to
be more comprehensive than at the college level, where an interpreter
logically would fit more closely the community interpreter model,
(i.e., providing interpreting services only).
Although specific duties will vary depending on the factors noted
above, in general, educational interpreters should be able to function
in, at least, the following situations: classroom; student/ teacher
meetings or other meetings involving the student and other school
personnel; extracurricular activities; parent conferences; supported
work situations; and tutoring.
Minimally, each job description should include the title (Educational
Interpreter is recommended), qualifications, responsibilities, hours of
work, and reference to the immediate supervisor. (A generic job
description for an Educational Interpreter is included in Appendix
A.) Specific reference should also be made to language and/or
communication modes to be practiced in the school setting. If a
specific communication methodology is encouraged or required by the
school district, it should be clearly stated and defined.
Nonclassroom interpreting duties (field trips, school assemblies,
counseling), if any, should be specified. The specific
communication needs of the student should be considered when hiring an
interpreter to work with a particular student or in selecting which
interpreter on staff would be appropriate to provide the interpretation.
When personnel with all the qualifications are not available, and
hiring a person with less qualifications becomes necessary, provision
will need to be made for professional development so that standards are
reached within a reasonable amount of time. Consultation with
those experienced in the use and provision of interpreting services,
(e.g., educational interpreters, consumers, and interpreting service
administrators) is recommended in the development of the job
description.
B. Supervision and Evaluation
An individual should be designated to be responsible for supervising
educational interpreters. The noninterpreting aspects of
fulfilling the job description such as tutoring and team input can be
evaluated by personnel readily available within the school
district. Often a school district does not have the capability to
evaluate interpreting skills. To evaluate the interpretng aspect
of the job, it is recommended that the services of an interpreter
educator or a credentialed interpreter with evaluation skills and
experience be secured on a periodic basis (annually or biannually) to
observe the educational interpreter, assess skills, and recommend
professional development. (See Appendix C.)
C. Working Conditions
The educational interpreter is entitled to the same conditions of
employment as other personnel employed by the district. Given the
risk of injury posed by the repetitive motion common in manual
interpretation, and the mental processing demands of interpreting,
thoughtful consideration must be given to the daily number of hours of
interpreting, and an appropriate interval for breaks from interpreting
must be worked out.
D. Salary and Benefits
Some districts use civil service classifications for hiring their
interpreters. Others design a job title exclusively for
interpreters. Still others hire interpreters as teacher
assistants. It is recommended that the interpreter should be
hired as an interpreter, and given the title, Educational
Interpreter. This will more clearly define the specific roles and
functions of the interpreter. It is also recommended that pay
should be commensurate with that of other professionals with similar
educational backgrounds and specialized skills.
Skills and Preparation of the Educational
Interpreter
A fully qualified educational interpreter will possess the optimum
combination of interpreting skills for expressing and receiving
information in a variety of signed and oral languages and modes; the
interpersonal skills to work effectively and congenially with staff and
students within the school system; and a comprehensive, general
knowledge of academic subjects and current events, educational
processes and organization, principles and practices of special
education, and aspects and issues of hearing impairment in students and
adults.
A. Interpreting Skills
Given the variety of communication skills and preferences represented
by deaf and hard of hearing students, an interpreter must be skilled in
presenting information visually to the deaf child, in the form most
effective for that child's understanding. An interpreter might be
called upon to do the following: interpret the English message into
American Sign Language, or a variation of signed English; voice
interpret a message from American Sign Language or a variation of
signed English into spoken English; interpret a spoken message into
Cued Speech, or Cued Speech into spoken English; interpret a spoken
message using principles of Oral Transliteration. It is
impractical to expect that an interpreter has expertise in all these
forms of interpretation, but minimally, an educational interpreter
should be able to interpret from and into American Sign Language,
interpret orally, and interpret from and into at least one form of
signed English. Parenthetically, skill in one form of signed English
should be easily transferable to different adaptations of signed
English, as the same principles apply. Skill in interpreting
presupposes a good command of spoken and written English, including a
large vocabulary and good spelling skills.
(Definitions of forms of sign language and interpreting are found in
the Glossary)
B. Interpersonal Skills
The educational interpreter must work cooperatively and effectively
with all other members of the educational team who impact on the
educational experiences of the deaf or hard of hearing child. The
quality of this interaction can impact on the effectiveness of the
interpreter as a member of the educational team and can influence the
attitudes of professional personnel as well as students toward a
positive and active acceptance of a student who is deaf or hard of
hearing in the classroom. Interpreters must be able to
demonstrate in a nonthreatening manner the nature of their expertise
and knowledge about deafness and how that may be applied to support the
teacher, the student who is deaf or hard of hearing, and the other
students in the educational setting. Interpreters must be
assertive without being confrontative, and show initiative in helping
others understand how interpreters may be used most effectively.
The traits of friendliness, courtesy, and respect for the knowledge and
abilities of all in the environment, including students, are
vital. Some of these skills are often learned in the normal
course of human development, but understanding one's role as a member
of an educational team would probably have to be learned in a special
class on educational interpreting and be continuously refined through
practice.
C. General Knowledge
The educational interpreter is called upon to interpret a wide variety
of academic and vocational subjects. This requires general
knowledge in a broad range of content areas, including knowledge from
the humanities, the sciences, and the arts. Therefore, the
preparation of an educational interpreter should contain the broad
spectrum of studies often collectively referred to as, "general
studies."
D. Specialized Knowledge
In addition, specialized knowledge about deafness is critical.
This should include knowledge and understanding of the etiology of
hearing loss; communications, educational and sociological impact of
deafness; use of assistive listening and communication devices; the
deaf community; political and social organizations of, by and for deaf
and hard of hearing persons; principles and techniques of educational
and other kinds of interpreting; and cultural and intercultural
communication.
E. Knowledge of History, Principles, and Practice of Education
In order to function effectively in an educational system, a general
knowledge of the development and operation of that system is
important. An educational interpreter needs to understand the
operation of school systems to be able to communicate effectively with
other personnel within the system. Likewise, knowledge of the
principles of education will assist the interpreter in the shared task
of providing an appropriate educational experience. Moreover, a
knowledge of history, philosophy, practices, and methodology in
education of deaf persons, within the context of special education is
necessary. Preparation in this area should include: child development
and the impact of deafness on the developmental process in
hearing-impaired children; overview of education and knowledge of
trends in education at all levels; overview of the history and
philosophy of education of deaf persons, and the role therein of
communications methodologies and establishment and maintenance of a
Deaf community; the position of the education of the deaf within the
larger category of special education and vocational rehabilitation;
national and State laws and regulations centrally effecting the
education of disabled students; the history, purpose and function of
the Registry of Interpreters for the Deaf, and issues and research
dealing with the field of interpreting in general, and that of
interpreting for the deaf in particular.
APPENDIX A
Sample Job Description Educational Interpreter
This generic job description may be suitable as a general guide for
grades K - 12, but will need to be adapted for grade level and local
situations.
General
Description
The Educational Interpreter's primary function is to facilitate
communication among deaf and hard of hearing students and their hearing
peers, teachers, and other personnel involved in a student's education
through the act of interpretation and transliteration. Other
educationally related duties may be performed as appropriate when the
interpreter is not required to do interpreting.
Responsibilities
- Provide sign to voice and voice to sign interpreting, or visible
to spoken and spoken to visible interpreting and voice (may include
American Sign Language, a form of manually coded English, and/or oral
interpreting) for deaf and hard of hearing students in mainstream
classes.
- Participate in meetings with other members of the educational
team dealing with the development and review of the Individualized
Education Plan OEP) and progress in the classroom, as related to
ability to process information.
- Provide interpreting for situations that are part of the
educational program that occur outside of the school environment.
- Provide interpreting for extracurricular activities and parent
meetings as necessary.
- Assist in providing orientations to deafness and interpreting to
hearing students and staff.
- Other duties as determined with supervisor.
- Provide tutoring when necessary and appropriate, when
interpreting is not needed, as directed by the classroom teacher.
Qualifications
- A minimum of an associate degree or equivalent required.
Bachelor's degree preferred.
- Completion of an interpreter preparation program or equivalent
experience required.
- Ability to interpret and transliterate (expressive and
sign-to-voice) at a normal conversational rate, American Sign Language,
and manually coded English, required.
- Ability to provide oral interpreting and transliterating
(expressive and voice) required.
- Certification by the Registry of Interpreters for the Deaf
desired (where applicable).
APPENDIX B Glossary
The Americans with Disabilities Act
(ADA) - This Federal law guarantees full and equal opporhmities
for individuals with disabilities. It provides that employers
must make reasonable accommodations for qualified employees with
disabilities. It also bars discrimination in any activity or
service operated or funded by state or local government.
American Sign Language (ASL) -
A visual language native to many deaf people in North America and
Canada, and a key element in Deaf Culture. Use of physical space,
body movement and posture, rate and repetition are essential
distinctive features of ASL. ASL is linguistically distinct from
English especially in syntactic features. The difference in word
order makes it impossible to simultaneously speak English and sign ASL.
American Sign Language Teachers
Association (formerly, Sign Instructors Guidance Network) - A
national organization which sets standards and certifies people to
teach sign language. This certification process is not affiliated
with the New York State Education Department.
Code of Ethics - Rules of
behavior and responsibility developed by the Registry of Interpreters
for the Deaf for the guidance of interpreters. There is also a
code of ethics for Cued Speech interpreting.
Committee on Special Education (CSE)
- A multidisciplinary team that coordinates evaluations and recommends
programs and services for students with disabilities, ages 5 to 21
years.
Committee on Preschool Special
Education (CPSE) - A multidisciplinary team that coordinates
evaluations and recommends program and services for children, three- to
five-years-old, with disabilities.
Dactylology/Fingerspelling -
Mode of communication in which the letters of the alphabet are
portrayed through various hand shapes.
Individualized Education Program (IEP)
- A written plan which specifies the special education programs and
services to be provided to meet the unique educational needs of a
student with a disability.
Interpreting - Transmitting a
message from American Sign Language into spoken English or from spoken
Eng]ish into American Sign Language.
Individuals with Disabilities
Education Act (IDEA) - The Federal law which guarantees free and
equal access to educational opportunities for students with
disabilities within the public education systems of the United States.
Language - Any historically
established system of communication which is used to form, express, and
share thoughts, feeling, and information within the culture which it
defines.
Manually Coded English (MCE) -
Any sign communication system using signs and fingerspelling in English
word order with varying degrees of English grammar and morphology,
e.g., Signed English, and Seeing Essential English.
Mime - To act out situations
without speech using gestures, facial expressions, and body movements.
National Task Force on Educational
Interpreting - A group representing seven major organizations
serving the deaf, established in 1987 for the purpose of articulating
the status of educational interpreting and developing a resource for
the schools and school districts responsible for the education of their
students who are deaf. The work of the Task Force is represented
by a report entitled, Educational Interpreting for Deaf Students,
published in 1989.
Oral Interpreting -
Transliterating or rendering a spoken message through subvocalization,
facial expression, and some body movement. Oral interpreters may
paraphrase, vary the diction, or make a message redundant in order to
clarify it for the receiver.
Part 200 of the Rules and Regulations
of the Commissioner of Education - The State regulations for the
education of students with disabilities which provides for a
comprehensive system of educational services to meet the individual
needs of students with disabilities.
Pidgin Sign English (PSE) - A
communication mode which combines American Sign Language and manual
English. Pidgin Sign English may resemble English or ASL
depending on the degree to which it incorporates the distinctive
features of each language in its repertoire, and is often used by deaf
people and hearing people in social and formal situations, and widely
used by sign language interpreters.
Registry of Interpreters for the Deaf
(RID) - A national professional organization representing
interpreters for the deaf, administering a national evaluation and
certification system, maintaining state and national registries of
certified interpreters, and advocating on behalf of interpreters and
interpreting.
Seeing Essential English (SEE 2)
- A sign system with the purpose of presenting sign language in a form
of visible English. SEE 2, is similar to SEE 1, with the major
difference being the treatment of compound and complex words. In SEE 1,
for example, the word "butterfly," would be treated as two root words
("butter" and "fly") requiring two signs. SEE 2 treats "butterfly" as a
root word, allowing the American Sign Language form of the sign.
Signing Exact English (SEE 1) -
A sign system which incorporates invented signs for affixes and
suffixes and some root words, with American Sign Language. The
purpose of SEE 1 is to present sign language in a form of visible
English.
Sign-to-Voice Interpreting
(formerly known as Reverse Interpreting) - Retransmitting through
spoken language a message originally produced in American Sign
Language, a signed system, or speech or mouth movements.
Signed Systems - Constructed or
invented codes for presenting English manually and visually. Examples
include Signed English, Manual English, Seeing Essential English,
Signing Exact English.
Simultaneous Communication - A
communication strategy in which the speaker signs and speaks at the
same time. When a speaker uses simultaneous communication, he/she can
only be using English, i.e., it is impossible to sign ASL and speak
English.
Total Communication (TC) - A
communication philosophy which allows, according to individual need,
for the inclusion of any or all modes/ methods of communication
including, but not limited to, speech, speechreading, residual hearing,
sign language, fingerspelling, mime, gesture, reading, writing, etc..
Transliteration - A recoding of
a spoken message into a manual code for English, such as SEE-2 or a
recoding of a spoken message into an Englishlike target message using a
contact variety of sign (vice versa).
APPENDIX C Resources
The following information on materials and human resources is offered
to provide assistance to those who are establishing or wishing to
upgrade support services for deaf and hard of hearing students.
Printed
Materials
Cokeley, Dennis. "The Effectiveness of Three Means of Communication in
the College Classroom," Sign Language Studies, no. 69, pp. 415-42,
Winter, 1990.
Dahl, Christine and Wilcox, Sherman. "Preparing the Educational
Interpreter: A Survey of Sign Language Interpreter Training Programs."
American Annals of the Deaf, vol. 135, no. 4, pp. 275-79, October, 1990.
Deafness and Interpreting. New Jersey State Department of Labor,
Trenton, Division of the Deaf, October, 1987.
Delgado, Gilbert. "A Survey of Sign Language Instruction in Junior and
Community Colleges." American Annals of the Deaf, vol. 129, no. 1, pp.
38-39, February, 1984.
Dreher, Barbara. "Motivating the Hearing Impaired to Read." Exceptional
Parent, vol. 16, no. 2, pp. 44-45, April, 1986.
Frishberg, N.Interpreting: An Introduction, RID Publications, Silver
Spring, Md., 1986.
Khan, Fern J. "Educating Deaf Adults: The LaGuardia Community College
Model" Community Service Catalyst, vol. 17, no. 2, 1987.
Locker, Rachel. "Lexical Equivalence in Transliterating for Deaf
Students in the University Classroom: Two Perspectives." Issues in
Applied Linguistics, vol. 1, no. 2, pp. 167-195, December,1990.
Luetke-Stahlman, Barbara. "Sign Interpretation in Preschool."
Perspectives in Education and Deafness, vol. 10, no. 1, pp. 12-15,
September-October, 1991.
Northcott, Winifred. Oral Interpreting: Principles and Practices.
Baltimore: University Park Press, 1984.
Stauffer, L. and Brandwein, D. (eds) (1990). Resource Guide for
Interpreter Education. Produced by the Conference of Interpreter
Trainers. A directory of 64 interpreter training programs.
Stuckless, Avery, Hurwitz (eds) (1989). Educational Interpreting for
Deaf Students: Report of the National Task Force on Educational
Interpreting. Report available through the National Technical Institute
for the Deaf, c/o ASLIE, 1 Lomb Memorial DR, PO Box 9887, Rochester, NY
14623. This report contains a listing of other print materials,
and where to order.
Wilcox, Phyllis, et. al. "A Commitment to Professionalism: Educational
Interpreting Standards Within a Large Public School System." Sign
Language Studies, no. 68, pp. 277-86, Fall, 1990.
VESID SPECIAL EDUCATION POLICY AND QUALITY ASSURANCE QUALITY
ASSURANCE REGIONAL OFFICES
VESID Navigation
• VESID Home
• News • Search • Publications
• Contact
VESID
NYSED
Navigation • NYSED
HOME
• Topics
A-Z • Contact
NYSED
Disclaimers
and Notices