Guidelines For Professional Conduct

Question 1

Interpreters who work in the public schools as a related service provider are:

Answer 1

Members of an educational team

Question 2

For very young children, such as preschoolers, it may not be appropriate to use an interpreter but instead:

Answer 2

to have a language mentor who can communicate with the child directly.

Consequently, any discussions regarding this should include a discussion of whether the student is developmentally ready to use an interpreter.

Question 3

What should all children and youth who receive interpreting services be taught?

Answer 3

How to use and manage their learning via an educational interpreter.

Question 4

Why should an individual with an EIPA below a 2.5 not be interpreting?

Answer 4

Because the classroom content will not be even adequately communicated and the student will miss and misunderstand a large amount of the classroom information.

Question 5

All individuals who work in a public school must report:

Answer 5

Any suspicions of child abuse or neglect to the proper authorities.

Always know and follow your school policy regarding this or you may be held legally responsible.

Question 6

T/F: Any communication that occurs outside of the interpreted classroom activity is completely confidential.

Answer 6

False. Communications with the interpreter outside of class are no different than communications with teachers and other school personnel.

Question 7

Where should interpreters direct most parent questions?

Answer 7

To the appropriate professional, which may include questions regarding a student’s progress in class, homework assignments, tardiness, and absenteeism.

Question 8

T/F: Interpreters should both interpret and participate in meetings such as staff meetings and IEP meetings.

Answer 8

False. They should do one or the other.

Question 9

Tests, projects, and evaluations produced by that teacher.

Answer 9

Tests, projects, and evaluations produced by that teacher.
For example, the student may be required to know some vocabulary, while other terms may be secondary to the concept. The teacher should decide this.

Question 10

While the interpreter must maintain an impartial role when interpreting, like the classroom teacher, he/she is also:

Answer 10

An adult role model for a developing student.

Question 11

There are many factors that impact the accuracy of an interpretation, such as…?

Answer 11

Visual distractions, the interpreter’s skills and knowledge, as well as the teacher’s style of instruction.

Question 12

Some deaf or hard of hearing students may not fully understand the interpretation of an English message due to:

Answer 12

Differences in culture, language, or experience.

Question 13

As the interpreter, what should you do if a student is consistently inattentive?

Answer 13

It should be discussed with the classroom teacher and the educational team.

Question 14

What six pieces of information should an educational interpreter consider about an assignment to determine if his or her skills are adequate for the assignment?

Answer 14

1. Age of student
2. Content of various classes
3. Situations calling for special interpreting skills
4. Student’s language skills
5. Interpreter’s language skills
6. Student’s sign language preference

Question 15

What problems may arise from an interpreter tutoring the student?

Answer 15

It may be difficult for the student or the interpreter to separate roles and responsibilities associated with tutoring from those associated with interpreting.