Resources

General Resources for Interpreters

  • "A Few Minutes In the Life of A Sign Interpreter Interpreter, the Classroom":
    • This is a funny video to show or watch about how staff members may not understand how sign language interpreters do their jobs.
  • Becoming a Sign Language Interpreter
    • There are many factors and tips to think about when you consider becoming a sign language interpreter.  Here's a great with some resources that will guide you.
    • Established in 1999, the Educational Interpreter Performance Assessment (EIPA) Diagnostic Center is the only program of its kind in the world. The program focuses on supporting the unique skills required for sign interpretation in the educational setting.
  • Classroom Interpreting for Deaf and Hard of Hearing Students:
    • This video shows how classroom teachers, D/HH teachers, and educational interpreters can successfully collaborate to enhance DHH students' education and learning in the classroom.  This video is a great resource to show district staff members how to collaboratively work together to ensure the DHH students can learn and access information from all staff members in the classroom.
  • Communication Assessments for Individualized Educational Plans (IEPs)
    • It is important for educational interpreters to provide feedback and observations of their Deaf/hard of hearing students prior to IEP meetings. Educational interpreters should be able to use a variety of assessments to get consistent results. Educational interpreters are often the ones who know their students the best. Provide as much as information as possible!

      • Checklist of Student Use of Interpretation Services

      • Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard of Hearing Students

      • Instructional Communication Access Checklist for Interpreter

      • Minnesota Social Skills Checklist for Students who are Deaf/Hard of Hearing

      • PARC: Placement and Readiness Checklists for Students who are Deaf and Hard of Hearing

      • Pre (and Post) Learning Assessment of ASL Proficiency)

      • Social Communication Skills, the Pragmatic Checklist

  • Communication Plans for Interpreters for Individualized Educational Plans (IEPs)
  • F.A.S.T.

    • Statewide Assessments Accommodations Guide


      Appendix B- Accommodations -Quick Reference Guide

      鈥淭he FDOE has approved the use of the alternative instruments that are available for local use in evaluating students with visual and hearing impairments who are not able to access the Star Early Literacy or FAST. Please see the attachments for a list of these alternative instruments.鈥


       

    • FRID strives to improve the professional lives of interpreters and the quality and accessibility of interpreting services for Deaf and hard-of-hearing individuals living in Florida. 
    • At LEAD-K, we believe that Deaf children benefit from American Sign Language (ASL), a natural visual language, however our goal is language acquisition regardless of the language used, whether ASL or English or both.
    • The Laurent Clerc National Deaf Education Center at Gallaudet University is a federally funded center with exemplary elementary and secondary education programs for deaf and hard of hearing students and is tasked with developing and disseminating innovative curricula, instructional techniques, and products nationwide while providing information, training, and technical assistance for parents and professionals to meet the needs of deaf and hard of hearing students from birth to age 21.
    • The National Association of the Deaf (NAD) is the nation鈥檚 premier civil rights organization of, by and for deaf and hard of hearing individuals in the United States of America. 
    • The NAIE believes students who are deaf, hard of hearing, and deafblind have the right to access the educational environment using professional interpreting services. NAIE, therefore, plays a critical role in supporting and advocating for interpreters in education by acknowledging and addressing the complex challenges of the work they do.
    • - While it is best practice to utilize 鈥渆ducational interpreter鈥 as the official title of employment, the National Association of Interpreters in Education (NAIE) asserts that this Code of Ethics applies to each individual who provides any type of interpreting in an educational setting, regardless of official job title.
    • - Professional Guidelines for Interpreting in Educational Settings creates a framework that broadly reflects the quality of services required to support students in accordance with their Individualized Education Programs. 
    • The Registry of Interpreters for the Deaf, Inc. (RID), a national membership organization, plays a leading role in advocating for excellence in the delivery of interpretation and transliteration services between people who use sign language and people who use spoken language.
    • Established in 1978 by the Florida Legislature, the Resource Materials and Technology Center: Deaf/Hard of Hearing (RMTC-D/HH) is a statewide discretionary project. In addition, RMTC-D/HH staff provide on-site training and technical assistance to all school districts, families, and other state and federal discretionary projects working with students who are deaf/hard of hearing.
  • St Catherine University
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    • Professional development resources that are free or low-cost (Most offer CEUs)
    • This is a list of books that have only pictures.  This is a great way to have D/HH students create stories and build on comprehension and fluency.