1. The Educational Sign Language Interpreter
Wendy Eufemia
Regional Consultant for the Hearing Impaired
Partnerships for Children with Hearing Loss

2. Educational Interpreter?
Who is an
Educational Interpreter?
A certificated professional trained to facilitate communication between a student who is deaf or hard of hearing, the hearing staff member and students.

3. Degree from interpreter program and 3.5 EIPA score
What Qualifications Are Required of an
Educational Interpreter?
Degree from interpreter program and 3.5 EIPA score

4. The Role of the Interpreter
to facilitate communication
to voice signed responses of the deaf child
to provide the deaf child access to ALL auditory
information

5. Sign Language Interpreters are Members of the Educational Team
Interpreters may clarify information for the student who is deaf by rephrasing or repeating .
Interpreters are not teachers – and teachers are not interpreters.

6. Group and Classroom Dynamics
adjustment for classroom teacher
adjustment for students

7. Frequently Asked Questions
What should the teacher do if the student is not watching
the interpreter or teacher?
Is the interpreter a disciplinarian for the deaf children?

8. If I understand the deaf child’s speech and he or she
understands me when I talk – is an educational interpreter
necessary?
Can I communicate directly with the deaf child?
Do deaf children automatically know how to use an interpreter?
Why am I talking but the interpreter is not signing?
Is the interpreter signing everything I say?

9. Interpreter Frequently Asked Questions
What do I do if I need to go to the bathroom or the student goes to the bathroom?
Do I walk with the students to each class?
Do I sit with the student at lunch?
Do I sign side conversations?
What do I do it other students are speaking out in class? Do I sign what they say?
In what situation do I voice what is being said?
If the deaf student (or other students) engage me in conversation, is it okay to chat with them?

10. Inverted Pyramid of Responsibility*
Interpreter
Elementary
Middle
Secondary
Student
*From HandBook for Personnel Serving Students Who Are Deaf or
Hard of Hearing; Louisiana Department of Education

11. Classroom Environment: preferential seating
away from noise sources
full view of the class
Educational
Interpreter
board
Students with
hearing loss
Key:
students
interpreter

12. Classroom with rows and small group instruction
Small group work
desk
Teacher’s
board
Students with
hearing loss
Key:
students
teacher
interpreters

13. Classroom designed for students with hearing loss
window
Educational
Interpreter
Teacher’s
desk
Teacher
ActiveBoard
Students with
hearing loss
Key:
students
teacher
interpreter

14. Classroom for Students with Special needs Small group instruction
window
Teacher’s
desk
board
Key:
Students with
hearing loss
students
teachers
interpreter
paraprofessional

15. Circle or music time window Teacher’s desk board paraprofessionals
Key:
students
Students with
hearing loss
teacher
interpreter

16. computer class
Key:
teacher
interpreter

17. How to use an interpreter
Relax. Talk at your normal speed; the interpreter will be several words behind you.
Allow the Deaf or hard of hearing student to work with you and the interpreter to find the best location for the interpreter. It is important for all involved to have a clear line of sight for the speaker, interpreter and Deaf student.
Avoid locating the interpreter in front of a bright light or window. Glare and shadows make lip movements and sign language difficult to see.
Speak directly to the Deaf or hard of hearing student. There is no need to ask the interpreter to tell something to the Deaf or hard of hearing student. In other words, speak as you would to any individual and leave the rest to the interpreter. The interpreter is not responsible, nor keeps tabs on the student’s progress in class. Please address any academic concerns with the student directly.
Throughout the class interpreters are working to convey information, and therefore it is important not include the interpreter in the classroom activities or small group discussions. Also, during class lectures, do not solicit opinions or responses from the interpreter.
Depending on the course content and length of class, two interpreters may be assigned to one student. The team of interpreters works closely together and provides clarification and missed information when necessary. Interpreters will switch at convenient times during in class lecture.

18. Team Interpreting
Team interpreting refers to the practice of using two or more interpreters who rotate every minutes and provide simultaneous or consecutive interpretation for one or more individuals with hearing loss. The interpreter engaged in delivering the interpretation at any given moment is called the active interpreter. His or her job is to interpret the information truly and accurately. The other interpreter is called the support interpreter. This interpreter will help with active interpreter if information is missed.

19. What to clarify with your team
What signals will you use for the assignment?
Who will slow down or stop the speaker/signer, and how, if necessary?
How will we signal the deaf consumer to let them know we have switched voice interpreters?
What signals will each interpreter use to request a feed?
When will turn-taking occur?
How will we switch?
How will we signal each other if we want the team member to take over prior to the agreed-upon time frame?
Who will be responsible for timekeeping?

20. Helpful hints when using interpreters
Remember they are there to facilitate communication not to run errands etc.
Use captioned materials
Place interpreter in proper location
Consider classroom arrangement
Provide notes for deaf/hh students
Speak directly to the student
Spell out technical words
Speak at a reasonable pace.
Schedule lecture breaks.
Postpone lecture if the interpreter is not present (bathroom etc.)

21. Teacher Do’s and Don’ts
Research how to interact with a deaf person
Provide the interpreter with as much info as possible
Use the interpreter to engage the deaf student in conversations
Address the deaf person directly
Talk clearly so the interpreter can communicate it.
Have the interpreter sit/stand by the person talking
Be patient when working with a deaf student.
Maintain eye contact with deaf student

22. Don’ts Leave out important details (teachers and interpreter)
Direct comments to the interpreter/stare at interpreter when commenting
Say “tell him/her”
Befriend the interpreter
Seat the interpreter next to the deaf individual
Mumble, shout or over-enunciate words
Make up signs to sign to the deaf individual
Talk really fast
Turn your back while giving directions (some deaf people rely on lipreading)

23. Videos https://youtu.be/1cqv84ywBSE https://youtu.be/jyvaSwwhiyI
Aslpro.com (religious signs)