Working with Language Interpreters
Individuals with Disabilities Education Act (IDEA) requires that state educational agencies administer tests and other evaluation materials in the student’s native language or other mode of communication unless it is clearly not feasible to do so. It also requires that interpreter services are provided for all parents whose primary home language is not English.

1. Introduction

a. Definitions:
1.) Translation (performed by a translator) is the transcription of written materials from one language to another.
2.) Interpretation (performed by an interpreter) is the facilitation of oral communication from one language to another.
3.) Ethnic/cultural advocate is a person who is bicultural or very familiar with a student's culture and is able to explain school policy and procedures to the parents, cultural issues and barriers to the staff, and support the parent(s) in exercising their rights with school authorities.

b. The primary role of the language interpreter in special education is to facilitate communication between professional staff and parents of English Language Learners to insure that, despite language and cultural barriers, parents are fully informed, able to provide accurate information to the school, and actively participate in decision making about the educational program for their child. It is the responsibility of both the professionals and the interpreter to insure that the district gains informed consent on all issues.

2. Selecting an Interpreter

a. Bilingual Special Education Interpreters are assigned to schools in the district. They can be asked to be involved at all stages of the prereferral, referral, evaluation, IEP and service delivery process. To determine who the special education interpreter is for your building, call the Special Education Resource secretary at 293-8923.

b. When a parent who is deaf needs an interpreter, notify the school principal. Principals have been informed regarding the procedure to be used. A list of available sign language interpreters may be obtained from Human Resources.

c. Even when a locally assigned ELL building interpreter is available in the building, it is highly recommended that a special education interpreter be utilized for due process, evaluation, and IEP Team Meeting procedures by case managers and assessment staff. The Special Education Interpreters are familiar with special education due process procedures and terminology. This also avoids removing ELL Program bilingual educational assistants from their instructional duties.

d. For information on the assignment of low incidence language interpreters, i.e., Vietnamese, Russian, call the ELL Special Education Resource Teacher or ELL Speech/Language Resource at 293-8923. Requests should be initiated as soon as the potential need is identified.

3. General Guidelines for Working with Language Interpreters

a. Preparation.
1) In preparation for conferences, home visits, and assessments, schedule time with the interpreter to discuss his/her role.
2) Seek insights from the interpreter about approaching critical issues in a culturally sensitive manner.
3) Explain principles of confidentiality and confirm that the interpreter understands confidentiality.

b. General Communication Etiquette
1) Speak directly to the students or parents, not the interpreter.
2) Pause periodically (one or two sentences) for interpretation.
3) Keep messages simple with no jargon and/or technical terms.
4) Avoid side conversations during the time the interpreter is addressing the parents.
5) Summarize main ideas and clearly state decisions to be made.
6) Encourage questions from parents when clarification is needed.
7) Rephrase or repeat messages as requested by the interpreter.
8) Allow enough time for the meeting; interpretation process usually requires additional time.

4. Guidelines for Working with Language Interpreters for Evaluation/Reevaluation

a. Establish expectations for interpreter prior to evaluation by:
1) discussing testing procedures with interpreter;
2) conveying expectations for student response (i.e. some items may be easy, some difficult; the student will not perform all items correctly);
3) determining how many times directions or test items may be repeated to the student;
4) determining appropriate methods of prompting reponses or checking comprehension of task requirements;
5) determining whether response should be recorded verbatim or just right and wrong;
6) identifying ways to reinforce the student for effort and to encourage persistence when frustrated;
7) determining whether the interpreter should say anything that is not first said by examiner; and
8) determining whether the interpreter should take notes and document impressions for discussion purposes following the session.

b. Establish interpreter’s role with student by:
1) ensuring that the student understands, prior to evaluation, to use the interpreter to clarify information (i.e. accuracy and completeness);
2) allowing time at the beginning of the session to establish rapport between student, interpreter and assessor;
3) arriving at a mutual understanding that some assessments will require:
(a) student responses in native language and be recorded for later analysis;
(b) student has option to respond in either language when directions are presented in both English and native language; and
(c) student to be encouraged to use preferred language to describe his/her thinking or problem-solving approach.

c. Summarize evaluation/reevaluation session by:
1) discussing the quality of the student’s responses;
2) sharing observations of student’s behavior;
3) asking sufficient and appropriate questions of the interpreter in order to synthesize the data;
4) understanding that the interpreter is not responsible for diagnostic and eligibility judgements;
5) understanding that oral interpretation of verbal test items from norm referenced tests standardized in English, changes the equivalence of items due to differences in vocabularies, concepts and grammars between languages;
6) understanding that the use of derived scores based on English norms is invalid;
7) documenting the use of interpreters on test protocols and assessment summary reports with the name and title of the interpreter;
8) describing how assessment procedures were modified to accommodate cultural and linguistic differences in the Evaluation Summary Report (ESR); and
9) inviting the interpreter to attend the ESR meeting to prepare for the IEP team meeting or a meeting with the parents to share the results of the evaluation.

d. Synthesize evaluation results by:
1) determining the assessed special education needs of the student;
2) including parent input when discussing assessed needs, present level of performance and goals and objectives;
3) describing critical features of eligibility, being aware that other languages may not have equivalent terms;
4) allowing parent(s) extra time to consult others and consider their decision before signing the Notice of Special Education Services form.

e. Ensure a least restrictive environment by:
1) considering special education instruction in the general education classroom;
2) explaining coordination of ESL, bilingual and special education instruction;
3) explaining modification of grading, testing, and course credits options that are available; and
4) explaining how a proposed placement might isolate the student from ethnic and linguistic peers.