Interpreting In The Schools: A Look At Standards

By Cynthia Napier

In my years of experience with the educational system, I have seen tremendous growth in the field of deafness and interpreting in the educational setting.   Now, as the parent of a 15-year-old child with a severe/profound hearing loss, I can see that the educational system is faced with the challenge of providing equal access for children with hearing loss in both mainstream and residential settings.

Two years into the new millennium, we are faced with a shortage of qualified educational sign language interpreters.  Here in Colorado , we have HB 97-1146 that requires that by July 2000 any person functioning as a sign language interpreter in the K-12 environment meet a minimum requirement of skill and knowledge.  The minimum requirement for skill is a 3.5 using the Educational Interpreters Performance Assessment (EIPA*).  The Bill also requires knowledge in four areas:  Child Development, Language Acquisition, Deafness and Interpreting in the Educational Setting.  Unfortunately, the decision was made to waive the need for educational interpreters to take the Core Competencies workshops if they have graduated from an Interpreter Training/Preparation Program (ITP/IPP).  Although IPPs do provide a wonderful education for those aspiring to become sign language interpreters, it does not cover what is needed and required specifically for educational interpreters.  Working with children is far different than working with adults and requires special training.  By waiving the requirement that all educational interpreters meet the knowledge portion of this bill, we are in effect endorsing general practitioners to work in a specialty field.  This is a great disservice to our children.

In addition, to date, there are still quite a number of educational interpreters working who have not yet met the minimum standard.  This means that a number of deaf/hard of hearing children throughout Colorado are not receiving equal access to educational instruction due to the need for qualified educational interpreters.  The Bill allows for a Temporary Interpreting Eligibility Certificate (good for 3 years) for those who could not meet the standard by July 2000.  Independently, however, some school districts are hiring those who have not met the standard on substitute basis getting around a portion of the Bill.  This again jeopardizes the quality of access to the educational process.

Another area of concern is the Professional Development required by this Bill.  There are workshops, classes and conferences offered to educational interpreters throughout the state.  These not only enhance the understanding of the role of educational interpreters in the classroom, but also give interpreters the opportunity to improve their skills in the classroom as well as their knowledge of the population that they serve.  Sad to say, many cannot or do not take advantage of these opportunities due to access to funds (some school districts do not have professional development funds available to classified employees) or due to the lack of motivation for self-improvement.  The minimum for professional development required by HB 97-1146 is 4 CEUs (Continuing Education Units) over a period of 5 years.  Two of these CEUs must be in interpreting.  This totals to 60 contact hours of continuing education over 5 years.  That's only 12 hours per year that interpreters have to hone their skills and improve their knowledge of working with our children. 

Think of it this way:  What do you want for your children?  Would you be satisfied with using a General Practitioner when your child needs a Specialist?  Is there a substitute for quality service?  Can you be satisfied with someone who either cannot have access to or does not see the need to grow in their profession?  Think about your answers to these questions as your child starts off a new school year.

Cynthia L. Napier is a Late-deafened adult and mother of two children (one hearing, one deaf) and has two grandchildren.  She has her own company, Sign Support Services providing Sign Language instruction, tutoring, mentoring for interpreters, parents and those interested in learning sign language. She also provides special services for multiply challenged deaf (independent living training, job seeking skills, job coaching).  She was born in Houston , TX and moved to Las Vegas , NV when she was 12 years old.  She moved to Colorado in 1993.  She is an active Certified Deaf Interpreter (RID Certified) and has worked in the k-12 educational setting for many years.  Cynthia is also a past board member of Colorado Families for Hands & Voices.