Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Federal HQ Requirements Interpreting Services for Students who are Deaf or Hard of Hearing February 6, 2007

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Federal Regulations §300.34(c) Related Services (4) Interpreting services includes— (i) The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and (ii) Special interpreting services for children who are deaf- blind.

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Federal Regulations § Personnel Qualifications (b) Related services personnel and paraprofessionals. The qualifications under paragraph (a) of this section must include qualifications for related services personnel and paraprofessionals that— (1) Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services; and (2) Ensure that related services personnel who deliver services in their discipline or profession— (i) Meet the requirements of paragraph (b)(1) of this section; and (ii) Have not had certification or licensure requirements waived on an emergency, temporary, or provisional basis;

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 History March 2001 –§ (d) allowed districts to request an emergency interpreter permit from TEA Based on 34 CFR § Required 12 hours per year in-service TEA issued approximately 200 emergency interpreter permits annually October 2006 –34 CFR § removes authority to grant emergency permits –34 CFR § is removed from the regulations

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Timeline February 2007 –Develop TAA letter and web-based guidance –No emergency permits will be issued by TEA for the school year –Districts will have until the beginning of the school year to be in compliance with 34 CFR § –Districts are encouraged to take immediate action to ensure that non-certified interpreters seek appropriate certification

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Timeline March 2007 –Form a stakeholder group to address related issues April 2007 –Statewide Plan Committee addresses issues presented by stakeholder group May 2007 –Administrators address related issues September 2007 –All interpreters must be certified in order to provide interpreter services for the school year

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 Measuring Impact Number of Interpreters per Program –# Certified Level I Level II and Basic Level III and above –Number Non-certified –# students receiving interpreting services from each of the 4 categories above above information to:

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 What Do We Do Now? Encourage non-certified interpreters to: –Improve skills by: Enrollment in ITP Participation in available training sessions –ESC Sponsored Training –CSW or SEE Skillshops –Register with BEI for testing

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 What Do We Do Now? ARD committees need to consider all options for providing services –Providing interpreters in a general education classroom is one option –What are other meaningful options? Identify through stakeholder input 34 C.F.R. § (a)(2) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode What is LRE for students who are deaf or hard of hearing?

Refer to State Guidance at: or related information. Division of IDEA Coordination Deaf Services – February 2007 For More Information TEA Special Education State Guidance – / / Deaf Services – / /