Educational Interpreting for Elementary- and Secondary-Level Hearing-Impaired Students

Drawing on direct experience, the authors indicate special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of roles and responsibilities that may accompany this service. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. The authors urge that more attention be given to preparation, evaluation, and certification for educational interpreting at the elementary and secondary levels.