This section of Info to Go includes resources related to sign language interpreting and Cued Speech transliteration.

About: Working with Interpreters (Clerc Center)

This document developed, at the Clerc Center, covers various considerations about interpreting for children who are deaf or hard of hearing.

Classroom Interpreting (developed with funding by the U.S. Department of Education) was developed by Brenda Schick at the University of Colorado-Boulder and numerous contributors. It was developed with funding from the U.S. Department of Education, Office of Special Education Programs. It contains extensive information for administrators, teachers, parents, interpreters, and students on this topic.

Classroom Interpreting for Students who are Deaf or Hard of Hearing: A Series of Guides for Parents, Professionals, and Students (written for the Clerc Center)

This series, developed in collaboration with Dr. Brenda Schick from the University of Colorado-Boulder, is for school administrators, educators, educational interpreters, parents, and students. It provides essential information on how to ensure effective interpreting support for children who are deaf or hard of hearing in mainstream schools and programs. The tips for parents and students are available in Spanish and Chinese.

Cued Speech Transliteration (National Cued Speech Association)

From the National Cued Speech Association, this webpage provides links to information about transliteration for Cued Speech users.

Determining a Student’s Readiness to Successfully Use Interpreting Services (Odyssey, PDF)

Written by Cindy Huff, director of the state outreach program in New Mexico, this article from the 2010 issue of Odyssey provides guidance in determining student readiness for use of an interpreter in general education settings.

Educational Interpreter Resources Toolkit (Registry of Interpreters for the Deaf) (RID, PDF)

This toolkit for interpreters was prepared by the educational interpreting committee of RID to assist educational interpreters in working with students in K-12 settings. It includes considerations related to recommended practices in educational interpreting, with links to numerous additional resources on this topic.

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