Educational Setting:
Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or
hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including
qualifications, and guidelines for districts when hiring an educational interpreter.
In 1975, Public Law 94-142 established the Education for all Handicapped Children Act followed by the Individuals with
Disabilities Education Act (IDEA). As a result, the continuum of educational placement options expanded and
requirements were established for an Individualized Educational Program (IEP) team to determine the educational
needs of the child, and for the school to provide a free, appropriate public education (FAPE). Because many students
attend school in general education classrooms, the need for qualified educational interpreters is critical to the students'
opportunity to be fully participating members. Educational interpreters are identified as related service providers and
are valued participants of the IEP team. For students who do not require specialized instruction, but do require access
to education through the use of an educational interpreter, Section 504 of the Rehabilitation Act is the law that ensures
this service is provided. Section 504 or the Americans with Disabilities Act (ADA) are the legal resources supporting
interpreter service for school-related, non-academic programs such as summer programs, optional class trips and
other activities.
Qualifications
K-12 educational interpreters/transliterators, whose job it is to help make education accessible for deaf or
hard-of-hearing students, are part of a complex system. Simply knowing American Sign Language (ASL) or other
forms of sign language does not qualify an individual to be an interpreter. If interpreters are not highly qualified, they
cannot provide students with access to a free, appropriate public education (FAPE). Professional sign language
interpreters develop their specialization through extensive education, training and practice over a long period of time.
There are various credentials that interpreters may obtain in these specialty areas. Interpreting in the educational
setting requires additional knowledge and skills relevant to children. In the classroom, the instructional content varies
significantly according to grade level. In the primary grades, the interpreter needs a broad basic knowledge of the
subject areas such as mathematics, social studies and language arts, and should have an understanding of child
development. At the secondary level, the interpreter needs sufficient knowledge and understanding of the content areas
to be able to interpret highly technical concepts and terminology accurately, as well as, be prepared to support the
educational team in educational transitioning. When hiring or assigning an interpreter to a student, the individual skills
and knowledge of an interpreter should be considered in order to meet the unique needs of the student. Throughout their
careers, interpreters advance their knowledge, skills and professionalism through continuing education and training, as
well as, through participation in the profession's national organization, the Registry of Interpreters for the Deaf (RID).
Appropriate academic and professional credentials are an essential indicator of competence. RID, along with an
increasing number of states, recognizes the Educational Interpreter Performance Assessment (EIPA) as a credential
necessary for interpreters working in the educational setting. Although the required score on the EIPA for state
standards may vary, RID recognizes interpreters as certified members (Ed:K-12 credential) who successfully pass both
the written component of the EIPA as well as the performance component of the EIPA at a 4.0 or above. Both the
National Association of the Deaf (NAD)-RID exams and the EIPA tests are standardized, psychometrically sound and
evaluate measureable knowledge and skill sets, including judgment on issues of ethics, culture and professionalism.
Educational interpreters should be credentialed using NAD-RID exams and/or the EIPA. RID currently requires members
to have a two year degree to sit for an NAD-RID certification exam. Effective June 30, 2012, a four year degree will be
required. In addition to recommended credentialing, an educational interpreter should also be able to demonstrate:
• Ability to communicate and adapt, as a member of the educational team, on matters regarding interpreting and
communication
• Fluency in written and spoken English
• Fluency in various forms of communication including ASL or the sign mode determined by the educational team
• Ability to both produce accessible language and understand child and adolescent signers
• An understanding of the stages of child development particularly as these relate to language development
• Knowledge specific to language development of deaf and hard of hearing children
• Knowledge of grade specific academic content
The Role of the Educational Interpreter/Transliterator
The fundamental role of an interpreter/transliterator, regardless of specialty or place of employment, is to effectively
and impartially facilitate communication between persons who are deaf or hard of hearing and hearing persons;
including, but not limited to administrators, staff, teachers, service providers, parents and peers within the educational
environment.
The educational environment not only includes settings within the classroom but also:
• Speech therapy and other related services
• Field trips
• Club meetings
• Athletic practices and competitions
• Extracurricular activities
Along with the educational team, educational interpreters will help create and maintain an inclusive environment. To
achieve this goal, interpreters will:
• Interpret or transliterate in a mode that reflects the student’s language use, as outlined in the student’s IEP
• Work with the classroom teacher to adapt classroom/school activities to promote participation of
deaf or hard of hearing individuals
• Model social strategies to encourage interaction between individuals who use sign language and those who do not
• Ensure incidental information is interpreted
• Provide plans for a substitute interpreter, as needed
• Position themselves appropriately to assure visual access to educational content
Professional Codes of Conduct
Interpreters/transliterators, like many other professionals, adhere to a professional code of conduct. K-12 interpreters
are to comply with the professional practices outlined by individual school districts. The EIPA Code of Professional
Guidelines is another recommended resource for the K-12 setting. Furthermore, K-12 interpreters should read and be
familiar with the NAD-RID Code of Professional Conduct. Fundamental professional practices for the K-12 interpreter are:
• Follow the student’s IEP or Section 504 Plan
• Maintain confidentiality – information is only shared within the educational team
• Maintain professional boundaries, respect privacy of students and foster independent student learning
• Provide an interpretation that meets the linguistic needs of the student
• Conduct oneself appropriate to the academic setting
• Demonstrate respect for students and colleagues
• Engage in professional development activities
• Prepare for classroom academic content, including previewing text books, teacher's lesson plans or
electronic presentation slides
• Research technical educational vocabulary, as necessary
• Preview educational films, as necessary
• Provide information to teachers on how to access and utilize captioned media
An Overview of K-12 Educational Interpreting
Non-Interpreting/Transliterating Duties
As a related service provider, educational interpreters/transliterators share their professional expertise while
supporting the educational needs of deaf or hard of hearing students. When not interpreting or preparing for
interpreting, other duties may be part of the educational interpreter's assignment, such as:
• Presenting in-service training to classroom/school personnel about the roles and responsibilities of
the interpreter and/or deaf/hard of hearing related issues
• Working with teachers/staff toward the goal of increasing interaction between deaf or hard of
hearing students and their peers
• Providing academic support, such as tutoring the deaf or hard of hearing student, as outlined in
the IEP and under the guidance of a certified teacher
• Providing sign language support to classmates of the student who is deaf or hard of hearing
• Providing information or referral regarding Deaf community resources
Time for non-interpreting duties will vary from one work setting to another and may beinfluenced by a number of
factors including:
• The number of students who are deaf or hard of hearing in the school or district and distribution
across grade levels and school buildings
• The possibility of physical injury due to stress or overuse
• The nature of the employment (full-time or part-time)
• The interpreter's education, experience, knowledge, skill and personal attributes
• The qualifications and availability of the interpreting staff
• The amount of interpreter preparation time needed due to academic content
Supervision
It is the responsibility of the school or district administration to evaluate, supervise and support all staff. The
complexities of the role and responsibilities of the educational interpreter/transliterator on staff are not always
understood by the administrative team or the general education staff. When possible, it is beneficial for the
supervisor to have knowledge of the role and specialized interpreting skills needed, along with general language
development patterns for children of all ages who are deaf or hard of hearing. If the supervisor does not know how
to assess interpreting skills, an outside expert may be consulted. Following are some general professional skills that
can be assessed and supported by the administration:
• Effectiveness as a team member including interpersonal communication skills
• Professionalism including being prepared for class and when appropriate, providing academic
support (tutoring) in keeping with the goals of the teacher
• Attire that complies with school policy and is appropriate for the visual communication needs of the student
• Respect for all students including maintaining confidentiality of information about all students and staff
• Ability to advocate for the needs of the student and the interpreter in all school settings
• Consistent attendance and dependability
• Participation in ongoing professional development that enhances interpreting skills and increases
academic knowledge
Ideally, interpreters within a school or district are given time to meet on a regular basis for professional growth and
peer support. When possible, a lead interpreter or someone with the skills to assess interpreting competency as it
relates to communication with children in the academic setting, is available to provide ongoing support. Mentors, possibly
from the at-large community of interpreters, may also be valuable players in supporting the professional growth needed
to increase the effectiveness of the interpreter's work with the student. If these resources are not available within your
district or community, appropriate in-service and skill training is often available in most states and via distance classes.
RID Standard Practice Paper, An Overview of K-12 Educational Interpreting
hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including
qualifications, and guidelines for districts when hiring an educational interpreter.
In 1975, Public Law 94-142 established the Education for all Handicapped Children Act followed by the Individuals with
Disabilities Education Act (IDEA). As a result, the continuum of educational placement options expanded and
requirements were established for an Individualized Educational Program (IEP) team to determine the educational
needs of the child, and for the school to provide a free, appropriate public education (FAPE). Because many students
attend school in general education classrooms, the need for qualified educational interpreters is critical to the students'
opportunity to be fully participating members. Educational interpreters are identified as related service providers and
are valued participants of the IEP team. For students who do not require specialized instruction, but do require access
to education through the use of an educational interpreter, Section 504 of the Rehabilitation Act is the law that ensures
this service is provided. Section 504 or the Americans with Disabilities Act (ADA) are the legal resources supporting
interpreter service for school-related, non-academic programs such as summer programs, optional class trips and
other activities.
Qualifications
K-12 educational interpreters/transliterators, whose job it is to help make education accessible for deaf or
hard-of-hearing students, are part of a complex system. Simply knowing American Sign Language (ASL) or other
forms of sign language does not qualify an individual to be an interpreter. If interpreters are not highly qualified, they
cannot provide students with access to a free, appropriate public education (FAPE). Professional sign language
interpreters develop their specialization through extensive education, training and practice over a long period of time.
There are various credentials that interpreters may obtain in these specialty areas. Interpreting in the educational
setting requires additional knowledge and skills relevant to children. In the classroom, the instructional content varies
significantly according to grade level. In the primary grades, the interpreter needs a broad basic knowledge of the
subject areas such as mathematics, social studies and language arts, and should have an understanding of child
development. At the secondary level, the interpreter needs sufficient knowledge and understanding of the content areas
to be able to interpret highly technical concepts and terminology accurately, as well as, be prepared to support the
educational team in educational transitioning. When hiring or assigning an interpreter to a student, the individual skills
and knowledge of an interpreter should be considered in order to meet the unique needs of the student. Throughout their
careers, interpreters advance their knowledge, skills and professionalism through continuing education and training, as
well as, through participation in the profession's national organization, the Registry of Interpreters for the Deaf (RID).
Appropriate academic and professional credentials are an essential indicator of competence. RID, along with an
increasing number of states, recognizes the Educational Interpreter Performance Assessment (EIPA) as a credential
necessary for interpreters working in the educational setting. Although the required score on the EIPA for state
standards may vary, RID recognizes interpreters as certified members (Ed:K-12 credential) who successfully pass both
the written component of the EIPA as well as the performance component of the EIPA at a 4.0 or above. Both the
National Association of the Deaf (NAD)-RID exams and the EIPA tests are standardized, psychometrically sound and
evaluate measureable knowledge and skill sets, including judgment on issues of ethics, culture and professionalism.
Educational interpreters should be credentialed using NAD-RID exams and/or the EIPA. RID currently requires members
to have a two year degree to sit for an NAD-RID certification exam. Effective June 30, 2012, a four year degree will be
required. In addition to recommended credentialing, an educational interpreter should also be able to demonstrate:
• Ability to communicate and adapt, as a member of the educational team, on matters regarding interpreting and
communication
• Fluency in written and spoken English
• Fluency in various forms of communication including ASL or the sign mode determined by the educational team
• Ability to both produce accessible language and understand child and adolescent signers
• An understanding of the stages of child development particularly as these relate to language development
• Knowledge specific to language development of deaf and hard of hearing children
• Knowledge of grade specific academic content
The Role of the Educational Interpreter/Transliterator
The fundamental role of an interpreter/transliterator, regardless of specialty or place of employment, is to effectively
and impartially facilitate communication between persons who are deaf or hard of hearing and hearing persons;
including, but not limited to administrators, staff, teachers, service providers, parents and peers within the educational
environment.
The educational environment not only includes settings within the classroom but also:
• Speech therapy and other related services
• Field trips
• Club meetings
• Athletic practices and competitions
• Extracurricular activities
Along with the educational team, educational interpreters will help create and maintain an inclusive environment. To
achieve this goal, interpreters will:
• Interpret or transliterate in a mode that reflects the student’s language use, as outlined in the student’s IEP
• Work with the classroom teacher to adapt classroom/school activities to promote participation of
deaf or hard of hearing individuals
• Model social strategies to encourage interaction between individuals who use sign language and those who do not
• Ensure incidental information is interpreted
• Provide plans for a substitute interpreter, as needed
• Position themselves appropriately to assure visual access to educational content
Professional Codes of Conduct
Interpreters/transliterators, like many other professionals, adhere to a professional code of conduct. K-12 interpreters
are to comply with the professional practices outlined by individual school districts. The EIPA Code of Professional
Guidelines is another recommended resource for the K-12 setting. Furthermore, K-12 interpreters should read and be
familiar with the NAD-RID Code of Professional Conduct. Fundamental professional practices for the K-12 interpreter are:
• Follow the student’s IEP or Section 504 Plan
• Maintain confidentiality – information is only shared within the educational team
• Maintain professional boundaries, respect privacy of students and foster independent student learning
• Provide an interpretation that meets the linguistic needs of the student
• Conduct oneself appropriate to the academic setting
• Demonstrate respect for students and colleagues
• Engage in professional development activities
• Prepare for classroom academic content, including previewing text books, teacher's lesson plans or
electronic presentation slides
• Research technical educational vocabulary, as necessary
• Preview educational films, as necessary
• Provide information to teachers on how to access and utilize captioned media
An Overview of K-12 Educational Interpreting
Non-Interpreting/Transliterating Duties
As a related service provider, educational interpreters/transliterators share their professional expertise while
supporting the educational needs of deaf or hard of hearing students. When not interpreting or preparing for
interpreting, other duties may be part of the educational interpreter's assignment, such as:
• Presenting in-service training to classroom/school personnel about the roles and responsibilities of
the interpreter and/or deaf/hard of hearing related issues
• Working with teachers/staff toward the goal of increasing interaction between deaf or hard of
hearing students and their peers
• Providing academic support, such as tutoring the deaf or hard of hearing student, as outlined in
the IEP and under the guidance of a certified teacher
• Providing sign language support to classmates of the student who is deaf or hard of hearing
• Providing information or referral regarding Deaf community resources
Time for non-interpreting duties will vary from one work setting to another and may beinfluenced by a number of
factors including:
• The number of students who are deaf or hard of hearing in the school or district and distribution
across grade levels and school buildings
• The possibility of physical injury due to stress or overuse
• The nature of the employment (full-time or part-time)
• The interpreter's education, experience, knowledge, skill and personal attributes
• The qualifications and availability of the interpreting staff
• The amount of interpreter preparation time needed due to academic content
Supervision
It is the responsibility of the school or district administration to evaluate, supervise and support all staff. The
complexities of the role and responsibilities of the educational interpreter/transliterator on staff are not always
understood by the administrative team or the general education staff. When possible, it is beneficial for the
supervisor to have knowledge of the role and specialized interpreting skills needed, along with general language
development patterns for children of all ages who are deaf or hard of hearing. If the supervisor does not know how
to assess interpreting skills, an outside expert may be consulted. Following are some general professional skills that
can be assessed and supported by the administration:
• Effectiveness as a team member including interpersonal communication skills
• Professionalism including being prepared for class and when appropriate, providing academic
support (tutoring) in keeping with the goals of the teacher
• Attire that complies with school policy and is appropriate for the visual communication needs of the student
• Respect for all students including maintaining confidentiality of information about all students and staff
• Ability to advocate for the needs of the student and the interpreter in all school settings
• Consistent attendance and dependability
• Participation in ongoing professional development that enhances interpreting skills and increases
academic knowledge
Ideally, interpreters within a school or district are given time to meet on a regular basis for professional growth and
peer support. When possible, a lead interpreter or someone with the skills to assess interpreting competency as it
relates to communication with children in the academic setting, is available to provide ongoing support. Mentors, possibly
from the at-large community of interpreters, may also be valuable players in supporting the professional growth needed
to increase the effectiveness of the interpreter's work with the student. If these resources are not available within your
district or community, appropriate in-service and skill training is often available in most states and via distance classes.
RID Standard Practice Paper, An Overview of K-12 Educational Interpreting