Interpreting
Interpreting eases effective communication between hearing and deaf people, and is commonly used in education, employment, healthcare, legal settings, entertainment, and more.
The role of the interpreter appears to be very straightforward—to effectively facilitate communication between deaf individuals and those who are hearing. However, the complexities of the task, the varieties or types of visual interpreting, and the enormous range of qualifications brought by the interpreter make it anything but simple.
Interpreting requires a high level of fluency in two or more languages, keen ability to focus on what is being said, broad-based world knowledge, and professional, ethical conduct.
Interpreters cannot interpret what they do not understand. Interpreters serve all parties in the communication exchange. Although we often think of the deaf person as the requestor of interpreter services, the reality is that all parties have an equal and mutual need for the interpreter.
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Interpreters are professionals who use a range of visual communication in a variety of settings to convey meaning between hearing and deaf people.
Communication needs will vary for different people. Talk to the deaf person about the type of interpreter to best fit their needs.
The most common types of interpreters include:
ASL Interpreter.
Deaf Interpreter (DI).
Pro-Tactile Interpreter.
Oral Transliterator.
Cued Speech Transliterator.
Trilingual Interpreter.
Interpreting for Effective Communication
When arranging interpreting services, you can ensure effective communication access by hiring qualified interpreters, keeping interpreting consistent, and checking in regularly with the deaf person.
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Under the Americans with Disabilities Act (ADA), a qualified interpreter is defined as “someone who is able to interpret effectively, accurately, and impartially, both receptively…and expressively…using any necessary specialized vocabulary.”
Strategies for Coordinating Services
Consider various strategies and possibly a combination of services when coordinating interpreting services:
Ask the deaf person about their needs to ensure the right type of interpreter is provided.
Gather information on the setting and topic to secure an interpreter who is familiar with the content, has the right interpreting skills, and is a good fit for the deaf person.
Honor the deaf person’s request, especially when highly technical information is being communicated.
Check in regularly with the deaf person. Feedback from the deaf person can ensure the interpreter is supporting effective communication access.
Interpreters adhere to a Code of Professional Conduct (CPC) upheld by the Registry of Interpreters for the Deaf (RID) with the first tenet focusing on confidentiality. This tenet notes that interpreters must protect consumers’ privacy and that any content information discussed between all parties must not be shared.
Professional interpreters are expected to adhere to the CPC tenets and integrate them into practice. RID has a process for consumers to report any ethical concerns or breach of confidentiality by RID certified interpreters.
FERPA and HIPAA Concerns
There is a common misconception that interpreters pose a risk to violating the Family Educational Rights and Privacy Act (FERPA) or the Health Insurance Portability and Accountability Act (HIPAA) laws.
To help dispel these myths, consider the following:
FERPA
Interpreters adhere to a Code of Professional Conduct (CPC) upheld by the Registry of Interpreters for the Deaf (RID) with the first tenet focusing on confidentiality. This tenet notes that interpreters must protect consumers’ privacy and that any content information discussed between all parties must not be shared.
Professional interpreters are expected to adhere to the CPC tenets and integrate them into practice. RID has a process for consumers to report any ethical concerns or breach of confidentiality by RID certified interpreters.
FERPA and HIPAA Concerns
There is a common misconception that interpreters pose a risk to violating the Family Educational Rights and Privacy Act (FERPA) or the Health Insurance Portability and Accountability Act (HIPAA) laws.
To help dispel these myths, consider the following:
FERPA
Third-party service providers that are “acting for the agency or institution” have a responsibility to maintain the privacy of education records of all consumers in accordance with FERPA.
HIPAA
Whether remote, in-person, or via telecommunications relay service (TRS), interpreters “may use and disclose protected health information for treatment, payment and health care operations without an individual’s authorization.”
Third-party service providers that are “acting for the agency or institution” have a responsibility to maintain the privacy of education records of all consumers in accordance with FERPA.
Additional Resources
Deaf interpreters (DIs) are deaf individuals who provide interpreting services, translation, translanguaging, and transliteration services in signed languages, including American Sign Language (ASL), other signed languages, and various forms of visual and tactile communication for deaf individuals. DIs are often used in medical, legal, and educational settings. DIs also provide access for deafblind people, translate from one signed language to another, and work as a language model for people learning sign language. DIs are also a good fit for stage or platform interpreting, as they are highly effective at relaying information during televised news broadcasts.
Interpreting and speech-to-text services are commonplace accommodations for an audience that comprises several deaf individuals who rely on different communication modes (e.g., ASL, lip reading). This type of dual accommodation most often occurs at large magnet events such as conferences. Dual accommodation for an individual student in a postsecondary setting occurs less frequently but is appropriate under certain circumstances.
VRI can be used effectively to:
fulfill last-minute, urgent requests for an interpreter;
offer interpreting in the absence of in-person interpreters, especially in rural areas;
provide interpreters with specific skill sets (e.g., deaf interpreters, trilingual interpreters); or
meet a deaf person’s communication preferences.
Although visual language interpreters have become more visible and prominent in the classroom since the Americans With Disabilities Act was passed in 1990, they have been a part of the educational landscape since the early 1970s.
It is well known that the language and structure of tests can present barriers to those who do not have a strong language base in English. In fact, extensive psychometric protocols are always employed when high-stakes tests (e.g., personality tests, college entrance exams) are developed because test outcomes are influenced by the test taker’s language proficiency and cultural experiences.
Although academic course exams usually do not undergo such psychometric scrutiny, the goal is still to accurately assess students’ learning rather than their language and test-taking abilities.
With technology always seemingly one step ahead of us, it’s easy to confuse the various telecommunication services used to visually connect hearing and deaf individuals wishing to communicate with each other. Three primary telecommunication services are in use today: (1) video relay service (VRS), (2) telecommunications relay service (TRS), and (3) video remote interpreting (VRI). VRS and TRS are free programs regulated by the Federal Communications Commission, and VRI is a fee-based service that satisfies the communication-related mandates of the Americans With Disabilities Act. As their names suggest, VRS and VRI are video-based services, and TRS is text driven.
Faculty Handbook Template
PDF|Word
Interpreter Handbook Template
PDF|Word
Notetaker Handbook Template
PDF|Word
Speech to Text Handbook Template
PDF|Word
Student Handbook Template
PDF|WordThis collection of handbook templates is designed for a disability support service provider to download and personalize for his or her institution’s needs. These handbooks contain information for orientation to and standardization of procedures as well as general information about how these service providers can work effectively within a postsecondary education setting and with deaf students. Templates are included for faculty, interpreters, notetakers, speech-to-text providers, and students. (Revised: 2017)
Interpreting FAQ
- How should schools/institutions utilize staff interpreting and speech-to-text providers when transitioning from in-person to online classes?
- Can Video Relay Services (VRS) be used in place of Video Remote Interpreting (VRI) services for live-streamed online courses?
- How can we accommodate students using speech-to-text or interpreting services during online tutoring sessions?
- What are some strategies when working with remote interpreters or speech-to-text providers?
- Where can interpreters find resources and training on working with deaf people in mental health settings?
