|
1)
INTERPRETERS/TRANSLITERATORS MAY DISCUSS ASSIGNMENT-RELATED INFORMATION ONLY WITH OTHER TEACHERS AND SUPERVISORS WHO ARE DIRECTLY RESPONSIBLE FOR THE EDUCATIONAL PROGRAM OF THE DEAF/HARD OF HEARING CHILDREN FOR WHOM THE INTERPRETER INTERPRETS/TRANSLITERATES. Guidelines:
Interpreters/transliterators at the elementary and secondary levels are often
assuming the primary role of interpreter and tutor. In this capacity the
interpreter/transliterators functions as a support service provider on the
educational team who answers directly to the teachers that are responsible
for the child's educational program. The interpreter/transliterators must
discuss the child's functioning in the interpreting situation on a regular
basis with the supervising teachers and/or designated administrator.
2) INTERPRETERS/TRANSLITERATORS SHALL RENDER THE MESSAGE FAITHFULLY, ALWAYS CONVEYING THE CONTENT AND SPIRIT OF THE SPEAKER, USING LANGUAGE MOST READILY UNDERSTOOD BY THE PERSON(S) WHOM THEY SERVE. Guidelines:
It is the interpreter/transliterator's responsibility to transmit the message
as it was intended. Short clarifications of present material may be done
throughout the presentation; but if explanation is required, this should be
done at a later time by the classroom teacher or the interpreter/transliterators.
When interpreting/transliterating from spoken English to sign, the educational
interpreter will communicate in a manner most easily understood by the student(s)
When working from sign to spoken language, the interpreter will speak the language
used by the hearing person.
3) UNDER THE DIRECTION OF THE SUBJECT AREA TEACHER, THE INTERPRETERS/TRANSLITERATORS MAY TUTOR DEAF/HARD OF HEARING STUDENTS AND ASSIST THEM TO BETTER COMPREHEND THE PRESENTED MATERIAL. THE INTERPRETER SHOULD DIRECT STUDENTS TO THE APPROPRIATE PERSON FOR THE ADVISE THEY SEEK. Guidelines:
In the educational setting the interpreter often assumes the duel role of
interpreter/tutor. The interpreter is to interpret the message faithfully
during the actual interpreting sessions but she/he may tutor and assist after
the interpreting sessions have been completed. Exactly what is to be done and
how tutoring is to occur will be at the discretion of the classroom teacher.
The interpreter/transliterator will direct their activities depending on the
classroom teacher's directions and the teaching materials the teacher provides
the interpreter to use while tutoring. The interpreter will not be required to
device teaching materials or follow-up activities for deaf/hard of hearing
students without input from the classroom teacher.
4) INTERPRETERS/TRANSLITERATORS IN THE EDUCATIONAL SETTING SHALL ACCEPT EMPLOYMENT FOR WHICH THEY ARE QUALIFIED, BASED ON THEIR CERTIFICATION LEVEL ON THE RID EVALUATION, QA SCREENING OR THE FLORIDA EDUCATIONAL INTERPRETERS EVALUATION(EIE) 5) INTERPRETERS/TRANSLITERATORS SHALL REQUEST COMPENSATION FOR SERVICES IN A PROFESSIONAL AND JUDICIOUS MANNER, ACCORDING TO THE LEVEL OF CERTIFICATION ACHIEVED ON THE RID EVALUATION, QA SCREENING OR THE FLORIDA EDUCATIONAL INTERPRETERS EVALUATION(EIE) Guidelines:
School districts are encouraged to establish salary schedules for education
interpreter/transliterators based on their achieved certification levels on the
RID Evaluation, QA screening or the Florida Educational Interpreters Evaluation.
Salary increments should be build into these schedules based on years of
service and higher certification level achieved.
6) INTERPRETERS/TRANSLITERATORS SHALL FUNCTION IN A MANNER APPROPRIATE TO THE SITUATION. Guidelines:
In the educational setting, it is vital that the interpreter/transliterators
conduct themselves in a professional manner reflective of the other professionals
working in the schools. The interpreter/transliterators should seek the respect
of the students and other school professionals and should at all times display
professional conduct and modes of dress. The interpreter/transliterators should
wear clothing befitting the interpreting, which is in contrast to skin tones,
and which is not distracting to the conveyance of the signed message. The interpreters personal conduct should demonstrate willingness to be a part of the educational team and should display behaviors which are cooperative and supportive in spirit. The interpreter/transliterator should not allow themselves to be placed in an adversarial role, and should resolve controversial issues as a cooperating member of the team. 7) INTERPRETERS/TRANSLITERATORS SHALL ACCEPT THE SAME RESPONSIBILITY AND AUTHORITY AS OTHER MEMBERS OF THE EDUCATIONAL STAFF. THEY WILL ABIDE BY AND ENFORCE FEDERAL, STATE, SCHOOL DISTRICT AND INDIVIDUAL SCHOOL LAWS AND RULES. Guidelines:
As school district employees, interpreters/transliterators must assume the
responsibility of knowing and enforcing governmental and school laws. As a
working member of the educational team, the interpreter/transliterator is not
exempt from the codes and policies established by the educational agency.
Participation as an educational team member requires that
interpreters/transliterators help enforce these rules and report infringements
of laws, rules and the codes to the appropriate authority. Students should be
informed that violation of laws and rules will be reported to appropriate
authorities.
8) INTERPRETERS/TRANSLITERATORS SHALL STRIVE TO FURTHER KNOWLEDGE AND SKILLS THROUGH PARTICIPATION IN WORKSHOPS, PROFESSIONAL MEETINGS, INTERACTION WITH PROFESSIONAL COLLEAGUES AND READING OF CURRENT LITERATURE IN THE FIELD. Guidelines:
interpreters/transliterators in the educational setting should assume personal
responsibility for the improvement of their skills. Though the school system
may offer some inservice training, the burden of skill improvement rests
primarily with the interpreters themselves. School systems often have limited
funds and are not willing to pay travel expenses or tuition costs for the
extending training. Interpreters/transliterators should recognize that this
is the case and that they may have to rely on the use of personal resources
for professional development.
9) INTERPRETERS/TRANSLITERATORS ARE ENCOURAGED TO HOLD MEMBERSHIP IN LOCAL, STATE AND NATIONAL INTERPRETING ORGANIZATIONS, AND SHOULD THRIVE TO MAINTAIN HIGH PROFESSIONAL STANDARDS IN COMPLIANCE WITH THE EDUCATIONAL INTERPRETERS CODE OF ETHICS. Guidelines:
Interpreters/transliterators in the educational setting should consider
themselves as important members of the interpreting community. As such they
should obtain membership in interpreting organizations at all levels and should
actively participate in the functioning of that organization and the structuring
of its goals to meet the needs of the educational interpreters/transliterators.
Source: Florida Registry of Interpreters for the Deaf (FRID) Task Force - 1986. Home | I.E.P. | Code of Ethics | FAQ | Links | ADA | Pointers | Bookshelf Kids Links | Teacher Links | Resources | Movies | Shopping | Deaf History | Mail
Last updated 1-1-00
|