I. MID-AMERICA QUALITY ASSURANCE SCREENING TEST (QAST)

The QAST is a four-part evaluation consisting of the following:

Levels awarded by QAST:

LEVEL 1: Beginner EXPIRATION: Two (2) years The candidate is able to accurately interpret or transliterate 50% of the beginning performance screening. The Level 1 interpreter may be used for one-to-one situations on a non-technical basis in which the interpreter has an opportunity to stop for clarification and receive feedback from the consumers. Should not be utilized in the following:

LEVEL 2: Beginner-Intermediate EXPIRATION: Two (2) years The candidate is able to accurately interpret or transliterate 70% of the beginning performance screening. The Level 2 interpreter may be used for job applications, orientation sessions, basic tutoring sessions, and simple non-technical medical examinations. These interpreting situations may or may not permit the interpreter to stop consumers for clarification. Should not be utilized in the following:

LEVEL 3: Intermediate EXPIRATION: Two (2) years The candidate is able to accurately interpret or transliterate 85% of the beginning performance screening. The Level 3 easily handles most group sessions if there is a minimum of voicing required. Most one-to-one situations are easily handled. Should not be utilized in the following:

LEVEL 4: Intermediate-Advanced EXPIRATION: Five (5) years The candidate is able to accurately interpret or transliterate 70% of the advanced performance screening. The Level 4 Interpreter functions well expressively and receptively in most technical situations. Discretion should be used regarding the situation and language level of the consumer. Should not be utilized in the following:

LEVEL 5: Advanced EXPIRATION: Five (5) years The candidate is able to accurately interpret or transliterate 85% of the advanced performance screening. The Level 5 functions expressively and receptively as an interpreter/transliterator in a majority of situations. Should not be utilized in the following:

II. THE REGISTRY OF INTERPRETERS FOR THE DEAF NATIONAL TESTING SYSTEM

The Registry of Interpreters for the Deaf, Inc. (RID) is the national organization for American sign language/oral interpreters in the United States, and it evaluates and certifies interpreter/transliterators. The national certification includes a written examination and a performance evaluation of interpreting and/or transliterating skills.

Certificates awarded by RID:

Certificate of Interpretation (CI) or Interpretation Certificate (IC): The ability to interpret between American Sign Language (ASL) and spoken English in both sign-to-voice and voice-to-sign.

Certificate of Transliteration (CT) or Transliteration Certificate (TC): The ability to transliterate between English-based sign language and spoken English in both sign-to-voice and voice-to-sign.

Comprehensive Skills Certificate (CSC) or Master Comprehensive Skills Certificate (MCSC): The ability to interpret/transliterate using ASL and manual codes for English according to the needs of consumers.

Oral Interpreting Certificate (OIC) or Oral Transliteration Certification (OTC): The ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing.

Specialist Certificate: Legal (SC: L): The knowledge of legal settings and familiarity with language used in the legal system.

III. ARKANSAS HANDBOOK FOR EDUCATIONAL INTERPRETER/TRANSLITERATORS, TEACHERS AND ADMINISTRATORS

The examination is administered by Educational Services for the Hearing Impaired (ESHI).

IV. TECUnit

The TECUnit administers the Cued Language Transliterator National Certification Examination (CLTNCE) nationwide and awards a Transliteration Skills Certificate (TSC). For evaluating basic skills the TECUnit administers the Basic Cued Speech Proficiency Rating (BCSPR) and the Cued Speech Reading Test (CSRT). CLTNCE is a 6-part evaluation consisting of the following:

Interpreters/ transliterators are required by the Code of Ethics to further their knowledge and skills through participation in workshops, professional meetings, and interaction with individuals who are Deaf and other interpreters/transliterators. Planned professional development activities should be available to educational interpreters/transliterators just as they are to teachers and other school employees.

Educational interpreters/transliterators are encouraged to participate in these activities. Professional development can be provided in a variety of ways including in-service training programs, workshops, and conferences.

A professional growth plan is to be developed for each educational interpreter/transliterator based on the student's communication requirements, general orientation and curriculum of the particular educational program in which the educational interpreter/transliterator is working, and the interpreter's/transliterator's own professional development needs and interests.

Possible areas to include in the professional growth plan:

Educational Cooperatives, the local school district and the list below are possible sources for obtaining professional growth.

I. ARKANSAS REGISTRY OF INTERPRETERS FOR THE DEAF (ARID)

ARID is the state affiliate chapter of RID, Inc. consisting of members who are professional interpreters and/or those who are interested in the profession. ARID offers statewide workshops and strives to meet the needs of interpreters in the state.

II. EDUCATIONAL SERVICES FOR THE HEARING IMPAIRED (ESHI)

ESHI provides workshops, technical assistance to public schools, and maintains a videotape library.

III. UNIVERSITY OF ARKANSAS AT LITTLE ROCK (UALR)

The UALR Interpreter Education Program provides the following:

Individuals who are D/deaf may use a variety of communication/language modalities along the continuum. It is important to note that ASL is a separate language, different than English, with its own grammatical structure, language rules, and usage. It is the language accepted and used by the Deaf Community across the nation. Some individuals may be bilingual, proficient in both ASL and English (or another spoken language). The tendency of a person who is Deaf is to move as close to the English side of the continuum as possible in order to communicate with a person who is hearing.

Coded English systems are not separate languages, but rather artificially coded systems of English which were developed as instructional tools to help teach children who are deaf or hard of hearing. Generally, these systems are not the communication mode preferred by American Deaf adults. The educational interpreter/transliterator should be skilled in the mode(s) of communication that is/are indicated in the job description and prescribed for classroom use with the student.

Interpreters/transliterators within the educational setting may use any of the communication/language modalities shown below on the sign language continuum. If the student has difficulty with instructional content due to not understanding the mode of communication in use, the educational interpreter/transliterator should inform the appropriate member of the educational team.

It is the goal of every education program to prepare students to become independent, including becoming knowledgeable consumers of interpreting services. A common legitimate concern is a student developing an inappropriate dependency on the interpreter/transliterator. Therefore, roles and responsibilities for the interpreting process are to be clearly outlined and explained.

This model provides a visual representation of the student's increasing independence. As the student learns to be a good consumer of support services, the responsibilities of the educational interpreter/transliterator changes. For example: The interpreter/transliterator in kindergarten should sit 3 feet from the student and may share responsibilities with the teacher for keeping the student on task. Conversely, the interpreter/transliterator in the high school setting sits close to the teacher and assumes no responsibility for the student staying on task.

The roles and responsibilities for the educational interpreter/ transliterator, classroom teacher, administrator and student in the interpreting situation are to be clearly outlined and explained. A district administrator is to assign responsibilities to the individuals prior to initiation of services. If the interpreter/transliterator is newly hired, the administrator is to provide orientation regarding the job. The interpreter/transliterator is an employee of the school district, and all rules and regulations must be followed.

A clear job description for educational interpreters/transliterators is to be developed by the school district and understood by all parties involved in the interpreting process. A job description provides clarification on employee issues, and it needs to be written prior to initiation of services. Minimally, the job description is to include job title, roles and responsibilities, qualifications and skill requirements. An educational interpreter's/ transliterator's role in a high school setting may be vastly different from that of an interpreter/transliterator in an elementary setting.

In addition, some issues may be unique to the interpreting position and require special consideration and clear communication to relevant parties. Examples include the following:

Only highly qualified interpreters/ transliterators are to be utilized in legal interpreting. This not only includes courtroom interpreting but also all related investigations and contact with police or juvenile authorities. Potential legal ramifications may include the entire case being dismissed if the quality of the interpreting service is questionable. Most educational interpreters/ transliterators do not have the experience or expertise to interpret these situations. In addition, these situations are regarded as a conflict of interest. School districts are advised not to place them in such assignments. For information and technical assistance regarding legal interpreting, contact the Court Interpreter/transliterator at the Administrative Office of the Courts (501-682-9400).

The primary responsibility of the interpreter/transliterator is to provide access to communication when needed by the student who is deaf, and additional duties should not conflict with this role. It is essential that the educational interpreter/transliterator have sufficient knowledge of the content to interpret its concepts and vocabulary accurately and meaningfully. Preparation time to meet with the instructor, read lecture outlines, skim required reading in textbooks, and preview instructional videotapes may need to be scheduled. Continuous interpreting cannot be sustained over a prolonged period of time without producing fatigue and reduction of effectiveness on the part of both interpreter/transliterator and student.

Prolonged interpreting without a break also introduces a health risk for the interpreter/transliterator in a variety of “overuse” syndromes (e.g., Carpal Tunnel Syndrome). Therefore, consideration is to be given when assigning additional tasks (e.g., bus or cafeteria duty).

With proper training and level of knowledge about the subject matter, interpreters/ transliterators may provide tutoring services for students who are deaf. If tutoring is part of an educational interpreter's/transliterator's responsibilities, it must be carried out under the direct supervision of the teacher. The teacher ultimately is responsible for teaching and assessing student progress. It is not appropriate for the interpreter/transliterator to provide classroom instruction in the absence of the teacher or to take on the responsibility of the teacher for management of the class.

Interpreters/ transliterators are to follow dress codes established for other professionals in the school. Additional requirements are made to avoid eyestrain for the student who is deaf; interpreters/ transliterators need to wear solid colors contrasting to skin tones or subdued prints rather than bright, busy patterns.

Interpreters/ transliterators are to provide services from the location that best allows the student full visual access to instruction. In some cases, changes of placement are required during the instructional period. All staff members should be aware that the student will need access to information in other activities of the school, assemblies, field trips, dramatic presentations, etc. A plan needs to be developed and implemented in case the interpreter/transliterator is absent.

The interpreter/transliterator is an important member of the student's educational team. With that duty the interpreter/transliterator actively participates in programming committee meetings, especially regarding decisions related to communication issues. When participating in these meetings, the interpreter/transliterator cannot simultaneously provide interpreting services for any participant who is deaf. When the student who is deaf is included in the meeting, another interpreter/transliterator is needed to allow the student's interpreter/transliterator to fully participate as a committee member. Schools are responsible for providing interpreters/ transliterators for parents, students, staff, and other individuals who are deaf while participating in school conferences and activities.

Interpreters/ transliterators may be contracted for flexible work hours. If this is a condition of the job, it must be discussed at the earliest possible date. School districts have the responsibility of providing equal access to school sponsored extracurricular activities. When a student who is deaf elects to participate in such programs, districts are responsible to provide interpreting services. An administrator may choose to contract with the district interpreter/transliterator or with another qualified community interpreter/transliterator.

The district needs to prepare a plan for the interpreter/transliterator when the student is absent, and the plan needs to be clearly communicated to all relevant parties, principal, teachers, school secretaries, special education supervisor, interpreter/transliterator, etc. This may include plans to improve interpreting skills or to perform other assignments. It is not appropriate for an interpreter/transliterator to take notes for the student in his/her absence.

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The Registry of Interpreters for the Deaf, Inc.,(RID) has set forth the following principles of ethical behavior to protect and guide interpreters and transliterators and hearing and deaf consumers. Underlying these principles is the desire to ensure for all the right to communicate.

This Code of Ethics applies to all members of The Registry of Interpreters for the Deaf, Inc., and to all certified nonmembers:

The following terms may be used in relation to interpreting for students who are deaf and hard of hearing within a mainstreamed classroom. It is important that the educational interpreter/transliterator be familiar with these terms and how they may apply to his/her particular setting.

American Sign Language (ASL) -a visual language used by the majority of persons who linguistically and culturally identify themselves as part of the Deaf Community. ASL is a distinct language with its own set of rules, grammar, and syntax.

Cued Speech -a system for visual representation of spoken language utilizing eight (8) handshapes and four (4) hand locations near the face to supplement speech.

D/deaf -1. the upper case “D” in “Deaf” is used for a group of deaf people who share a common language (ASL) and culture. 2. the lower case “d” in “deaf” is used for the audiological condition of not being able to hear.

Educational Team -a group of individuals within the educational setting who work together to plan and implement the Individualized Educational Program (IEP) for the student who is deaf or hard of hearing.

Fingerspelling -the representation of the twenty-six letters of the alphabet through specific handshapes. It is used primarily to identify proper nouns.

Interpreter -a generic term used to describe individuals in the profession of interpreting and transliterating.

Interpreting -listening to spoken English and rendering the equivalent message in American Sign Language or processing an ASL message and voicing the equivalent message in spoken English.

Oral Interpreting -a visual reproduction of what is being said in order to speechread the communication.

Transliterating -listening to spoken English and signing in English word order using either a manually coded English system/Contact Language Variety OR watching signs in a manually coded sign system/Contact Language Variety and voicing into spoken English.

Voice Interpreting/Voicing -a rendition of another person's signs into spoken English.

Gustason, G. & Davino, D. (1986, February). Putting it all together. Paper presented at Gallaudet Regional Conference, Atlanta, GA.

Seal, B. (1998). Best practices in educational interpreting. Needham Heights, MA: Allyn & Bacon.

Stuckless, E., Avery, J., & Hurwitz, T. (Eds.). 1989. Educational interpreting for deaf students: report of the national task force on educational interpreting. Rochester, NY: National Technical Institute for the Deaf.

Taff-Watson, M. (Ed). (1996). Functional descriptions of QAST levels: QAST procedures and testing manual (Rev. ed.). Little Rock, AR: Arkansas Rehabilitation Services, Office for the Deaf and Hearing Impaired.