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Standard 13: Roles &
Roles and Responsibilities
| Question | Answer |
|---|---|
| IEP TEAM Q: What is the interpreter's role during IEP meetings? | A: The interpreter should participate as a member of the educational team, sharing observations about the student’s understanding of the interpreted content, but not evaluating the student's academic or behavioral performance. |
| IEP TEAM Q: Should an interpreter alter communication to protect a student from emotional harm? | A: No, it is not the interpreter’s role to alter communication to protect a student from emotional hurt. Such situations should be discussed with the educational team. |
| IEP TEAM Q: What is the interpreter's responsibility regarding the interpreting process in IEP meetings? | A: The interpreter should inform the educational team about the limitations of the interpreting process, including their own limitations in interpreting skills. |
| IEP TEAM Q: How should an interpreter handle student behaviors such as inattention? | A: The interpreter should work under the guidance of the classroom teacher or the teacher of the deaf when managing student behaviors. |
| IEP TEAM Q: When should the educational team be informed about extensive interpreting modifications? | A: Major interpreting modifications should be discussed with the educational team to address the student’s communication needs. |
| IEP TEAM Q: What should the interpreter assess regarding the classroom environment? | A: The interpreter should assess factors such as seating arrangements, lighting, media use, and turn-taking, and collaborate with the educational team to develop strategies for improving access. |
| Q: How should an interpreter help students understand their role? | A: The interpreter may need to help students understand the difference between an interpreter, tutor, teacher, and friend, especially as they grow older and more independent. |
| Q: Should interpreters work solely with deaf or hard of hearing students? | A: No, interpreters work with the entire educational program, not just with the deaf or hard of hearing student. |
| Q: What should school administrators understand about educational interpreters? | A: Administrators should understand both the primary role of interpreting and any secondary roles interpreters may take on, such as tutoring or aiding. |
| Q: How should an interpreter balance multiple roles, such as interpreter and tutor? | A: The student should be made aware of which role the interpreter is fulfilling at any given time, whether interpreting or tutoring. |
| Q: Who is responsible for communicating with parents? | A: The classroom teacher is responsible for communicating with parents. |
| Q: Who is responsible for educational planning and evaluation in the classroom? | A: The classroom teacher is responsible for planning, teaching, and evaluating all students in the classroom. |
| Q: Can an educational interpreter also tutor students? | A: Yes, but the interpreter should receive additional training to tutor, and tutoring should be supervised by the classroom teacher or the teacher of the deaf. |
| Q: What is the primary responsibility of the interpreter during lunchtime or playtime supervision? | A: The interpreter’s primary responsibility is interpreting, and any additional duties should not interfere with this role. |
| Q: What responsibilities may an interpreter have with building administrators and teachers? | A: Interpreters may conduct in-service sessions to inform administrators and teachers about their roles and responsibilities. |
| Q: How should interpreters prepare for assignments? | A: Interpreters should review textbook content, lesson plans, and other resource materials before assignments. |
| Q: Are interpreters qualified to teach sign language? | A: Generally, interpreters are not qualified to teach sign language unless they meet specific state certification requirements. |
| Q: Why is a job title and description important for an interpreter? | A: A job title and description help define the interpreter’s roles and responsibilities clearly. |
| Q: What is required for someone facilitating signed communication to be considered an interpreter? | A: They must meet the qualifications for the job title of “interpreter” if they are facilitating signed communication between deaf and hearing individuals. |
| Q: What work conditions should educational interpreters have? | A: Interpreters need a designated work area, appropriate chairs, and a schedule that includes breaks. |
| Q: How should an interpreter handle requests for extracurricular activities? | A: The interpreter should negotiate time and pay for extracurricular activities in a professional manner. |
| Q: How can educational interpreters increase professional maturity? | A: Interpreters can grow professionally through involvement in associations, teamwork, and mentorship relationships with experienced practitioners. |
Created by:
EIDP
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