Navigating the Hearing World

(or transliterator)

Role of an Educational Interpreter/Transliterator:

The role of an Educational Interpreter or Cued Language Transliterator's goal is to provide visual/ equal access to auditory information that may be missed without the visual supports.

Interpreters and transliterators are required to have specific credentials. These credentials are different by state. In the state of Indiana, they should be licensed by the Department of Education. You can look up a specific person's credentials in the LVIS license lookup.

The interpreter/ transliterator has an essential role in ensuring access. That role is more involved than just conveying the message. Although, an educational interpreter/transliterator (EI/T) must "effectively communicate classroom information between the teacher, the deaf student and other hearing students according to the language level of the student and the goals of the Individualized Education Plan (IEP)" (Classroom Interpreting). However, EI/Ts are also a critical component to the implementation of the IEP, as well as a member of the IEP team. The EI/T is also an essential part of modeling language to the student. Often young students are still acquiring the language that is being interpreted/transliterated. As a result it is important to remember that the EI/T is not a teacher, instructional assistant/para educator, or other member of school staff that is responsible for disciplining students or helping with classroom management. This greatly impacts a students ability to access language.

It's also important to remember that the role of the EI/T is one that changes "...not only from student to student, but from early elementary age to high school. As the child matures into adolescent and teenager, the educational interpreter can play a significant role in empowering the student into self-advocacy. Encouraging a student to take a more active role in determining his/her access needs is crucial. Interpreters can assist in this process by shifting responsibility for communication access to the student. Before graduating, a student who is deaf or hard of hearing should be expected to know how to request interpreter support for classes and extra-curricular activities" (Classroom Interpreting).

A child never needs to have x, y, z skills before you request an interpreter. If direct instruction in ASL is not availiable in your area, your child still has a right to be able to 'hear' the langauge around them. You can't learn a language in isolation. You must be able to 'hear' it.

Level 0 (Pre Linguistic Skills):

Recognizes who can speak ASL and seeks them out.
Willing to attempt to imitate a word in ASL when modeled.
Begins to understand how to gain attention appropriately (e.g. taps arm/leg, waves hand)
Responds to visual language play when presented by an adult speaker.

Level 1 (Introduced):

Attends to interpreting on request (goal of 50% of the time)
Begins to attend both interpreter and visual aids to learn
Begins to respond to interpreted information
Demonstrates turn-taking skills in conversation
Discusses things happening in class with interpreter

Level 2 (Emerging):

Attends to interpreting on request (goal of 65% of the time)
Begins to understand that interpreters speak ASL for those that don’t know ASL.
Begins to attend during obvious class discussions
Begins to ask questions about new ASL terminology.
Begins to ask questions about content that is not understood
Begins to direct questions about content to teacher
Begins to interrupt appropriately with prompting.
Can identify interpreter as not being the teacher
Refrains from non-school related conversation with the interpreter during class time, with prompting

As you can see we can't expect a child to have the same skills as an adult in the community. Instead we are working towards independent advocacy and use of an interpreter.

Level 3 (Developing):

Appropriately introduces self and the interpreter with prompting.
Asks questions about new ASL terminology.
Asks content questions of the teacher (class discussions)
Begins to use facial expression to show comprehension
Begins to help create “for this class only” terms (in ASL)
Begins to ask for interpreters for before and after school events
Begins to use appropriate eye contact in one-on-one conversations using an interpreter
Can identify some of the jobs of the interpreter
Can identify some of the responsibilities of a DHH student
Initiates clarification with the teacher at appropriate times with prompting.
Monitors self to attend during obvious instructional times
Refrains from personal conversation with the interpreter during class with prompting.
Seldom needs prompting to attend (attends 75% of the time)
Understands that interpreters speak ASL for those that don’t know ASL.
Uses interpreter to talk to classmates on a regular basis

Theoretically, by middle school a child should be more ready for the interpreter to back off. We all know this depends on the student, but we do want to start stepping back allowing the student more autnomy and also a better understanding of how to utilize an interpreter in the community.

Level 4 (Approaching):

Attends to, and participates in, discussions (whole c:lass and small group)
Attends to entire message
Can describe interpreter/tutor and D/HH roles
Can decide when and where to use an interpreter to communicate with classmates, teachers, and staff
Clarifies ASL terminology with interpreter (fills in subs with class signs)
Directs content questions to teacher
Gives input and adds comments at appropriate times during class
Maintains eye contact appropriately during interpreted situations
Prioritizes and requests tutoring for specific areas of need
Speaks ASL clearly with appropriate pace to allow for English interpretation
Understands that terms invented for specific classes may not be understood outside the class

Level 5 (Applying):

Articulates specific individual needs regarding interpretation
Assesses the effectiveness of the interpreting services and how to work with the educational team in order to make changes
Assumes responsibility for scheduling interpreters, making appropriate introductions, and making necessary physical arrangements (negotiating seating, modality, etc.)
Can effectively advocate for communication access needs for self, and in settings where the interpreter is shared with other D/HH individuals
Can identify when advanced communication technology is needed and can describe how it supplements interpreting services
Demonstrates how to work effectively with interpreters in various communication environments
Describes legal rights to an interpreter and confidentiality issues
Describes how to access interpreting services (school and community)
Describes different forms of certification and assessment for interpreters and how it applies in various settings
Demonstrates understanding of ADA and educational law regarding the use of interpreters, technology, and communication access

Last but not least...

In the United States, Deaf and Hard of Hearing individuals have a RIGHT (not the priveledge) to an ASL interpreter in a variety of settings at NO CHARGE to the Deaf individual.

The American's with Disabilities Act - gives American's the ability to have reasonable accommodations for anything that falls under a public service. That includes: Doctors, Schools, Legal Settings, and even swim lessons or gymnastics classes. Start by asking the front desk/ scheduling department for the accommodation. Some places provide these accommodations with ease, others don't want to pay, but that doesn't mean they have that right. If you need help requesting an interpreter these letters from the National Association for the Deaf may help!

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