MRID Self Paced Modules - Ethics and Role

Minnesota Registry of Interpreters for the Deaf
Self-Paced Modules for Educational Interpreter Skill Development
These self-paced learning modules are designed to be tools that educational interpreters can use to enhance their skills in pursuit of certification. Successful completion of this module series does not guarantee the interpreter will successfully obtain certification from the National Registry of Interpreters for the Deaf (RID) or any other certifying body, nor does it guarantee employment in an educational setting. Any interpreter working with these modules must understand that the Minnesota RID, RID and / or Minnesota Department of Children, Families and Learning are not responsible for an interpreter's success or failure in taking any national certification test or in his or her pursuit of employment. MRID, 1996
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Ethics and Role Table of Contents I. Goals and Objectives .......... ......... 4 1 . Equipment and Materials .......... 1 ......... 6
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A, Values and Ethics lm..,,.=..mm.,l.=..I..=.IIIIII1.IIIIi.IIIIII.r. .3 1 B, The RID Code of Ethics , ,...,.......,.,,r.,I.,I 22 C. The Role of the Educational Interpreter,,,,,,,..,, 27 D, A Code of Ethics for Educational Interpreters ,34 EnHow T Clariw Your Role,,, ,,,ll.,lm,,l.l,,.l,IIIIIII,IIII. o 55. ?1 1 53 R Problem Solving and Decision G, Communicating What Y u Identi@ o as Your Role as an Educational Interpreter.,.....,,., 59
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VI. Personal Gas/ St~te~ent.....m.mm..mImmmmmmImmmmmm 63 VII. Advanced Study and Thought Questions.... 63 VIII. Post-lest 67 IX. Pre /Post-lest Answer Key 74 X. Bibliography 78
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MRID Educational Interpreter Grant Project
I Goals and Objectives

s interpreters we are involved intimately in the lives of people, both D/deaf and hearing. These individuals trust us not only to perform our task at a certain level of expertise but also to have professional respect for their lives. This respect is what is embodied in our professional Code of Ethics. Since ethics involves both values and decision making, ethics is not as easy as black or white or as simple as right or wrong. In this section you will be asked to read about ethics in general, and, specifically, the Registry of Interpreters for the Deaf (RID) Code of Ethics. As you read a variety of articles and chapters from various sources you will see a range of perspectives. In this module you will also be asked to evaluate your own values and to look at the Code of Ethics from your personal perspective. As you work through this module you will be asked to work in groups with other interpreters and to reflect on your own values. Throughout this process you will be able to internalize the Code of Ethics and be prepared for times when an application of that Code is challenging. In the MRID Module Resource Guide you will find suggested study materials for the RID written test. As you take the written portion of the RID Certification Examination, you will be prepared to display your understanding of the Code of Ethics. Many of these materials have also been incorporated into this module. While you strive to improve your professionalism as an interpreter you will be looking at your personal values, the profession's Code of Ethics, your role as an educational interpreter, and the unique application of ethics to educational settings. Have fun with this module as you learn more about yourself!
Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996
Ethics and Role
Upon completion of this module, the interpreter will: explore his/her own values review the history of the RID Code of Ethics examine the values expressed in the tenets of the RID Code of Ethics understand the need for professional ethics develop skills and strategies for using his/her knowledge and understanding of educational interpreting to develop role clarity develop strategies to problem solve conflicts that arise in an educational setting
1 , Equipment and Materials 1

Equipment
I!
VCR
Materials
Books: Many of these can be found at the Regional Service Center Serving Deaf and Hard of Hearing Persons or other places listed in the M R I D Module Resource Guide.
So You Want to be an Interureter? An Introduction to Sign Languace Interpreting. by Janice Humphrey and Bob Alcorn.
: An
Introduction by Nancy Frishberg.
Sign Language Interpreting: a Basic Resource Book by Sharon Neumann Solow. Silver Threads: A Personal Look at the First Twenty-Five Years of the Registrv of the Deaf by Lou Fant. "Throw it out the Window! (The Code of Ethics? We Don't Use That Here!) Guidelines for Educational Interpreters." By jack Hoza and Karen Schiebe in Inter~reting: The Art of CrossCultural Mediation. Proceedings of the Ninth National Convention of the RID. 1986. "Participation on the Individualized Education Plan Team or Should I 'Sign' the IEP" by Charleen Brewer and Ilene Weiss. The RID Views. May, 1992. "Educational Interpreting in Secondary Schools." by Mary Penne. In A Handbook for Educational Interpreters. Johnson County Community College.
Ethics and Role
"Educational Interpreting in Elementary Schools." by Jackie Wolf. In A Handbook For Educational Interpreters. Johnson County Community College.
Videotapes
Inter~reter Role and Ethics by Sharon Neumann SolowTeleconference. Educational Inter~retinp Public School Svstems: Principles in and Practices- Teleconference.
I//. Time
This module requires you to look within yourself and your profession. It is best done over a period of several weeks so you can digest the materials and reflect on them. How quickly you work through this module depends on how easily you and other interpreters can meet and/or contact each other to discuss the activities since many of them require working in groups. Plan on a couple of hours per week over several weeks to work on this module. Since ethics and values are dynamic it is good to revisit these issues periodically throughout your professional life. You will be able to maximize your time by obtaining the required readings and videos before beginning the activities.
( M a n y of the following questions are reprinted, w i t h permission, from the Kansas State Board of Education W r i t t e n Test for Educational Sign Language Interpreters. 1995)
Please circle one correct answer.
1.The Code of Ethics for interpreters / transliterators is:
a. A guide of professional behavior and responsibility. b. A law for interpreters / transliterators. c. A means of measuring skills. d. A complex set of standards.
2. During "down time" in a class, a D/deaf student tells you that her step-father has been making inappropriate sexual advances towards her. You should: a. Do nothing because all information learned while interpreting must remain strictly confidential.
b. Contact the girl's mother and see if there is some way you can help. c. Voice what the girl has signed out loud to the classroom teacher.
d. Inform the student that you must report the alleged abuse to the proper school authorities.
Ethics and Role
3. Interpreters should refrain from accepting assignments that:
a. Their co-interpreter wants. b. Pays less than the fee they desire. c. Involve topics uncomfortable or objectionable to them. d. Are not challenging for them.
4. What is the appropriate way for an interpreter to dress?
a. Dress in neutral colors.

b. Always wear black.
c. Wear whatever you are most comfortable in.

d. Professional judgment and context should influence dress.
5. Which of the following seating arrangements would be best when interpreting in a classroom with an older D/deaf student?
a. Sit with your back to the window to allow for plenty of light. b. Position yourself as close to the teacher as possible, regardless of the seating arrangements of students. c. If the teacher moves to another part of the room, the interpreter should always "shadow." d. Ask the student the best placement for you in the classroom.
6 . Educational interpreters should refrain from interpreting for their own children or family members because it could affect:
a. The ability to remain impartial during interpreting. b. Relationships with school personnel and the child. c. Objectivity during the child's staffing. d. All of the above.
7. When assigned to a class or assembly for which you are not qualified, it is best to:
a. Tell the student for whom you are interpreting that you are sorry and then leave. b. Inform your supervisor that you do not feel qualified for this assignment. c. Continue with the assignment and hope for the best. d. There is no problem because there are no assignments for which you are not qualified to interpret.
8. The primary role of an educational interpreter is to:
a. Protect the D/deaf student.
b. Facilitate communication.
c. Help the D/deaf student pass the class. d. Coordinate activities for the interpreters in the school building.
Ethics and Role
9. You are interpreting during a test for a D/deaf student. Midway through the test, the student asks for explanations on some of the questions interpreted earlier. What should you do?
a. Explain the question in language familiar to the student. b. Help the student by rewriting the question. c. Tell the student you can't talk during a test. d. Tell the student to refer the question to the teacher.
10. You are the sole interpreter for the only D/deaf student in a rural school district. Even though the student is making fair grades, you have noticed that you are the only person with whom the D/ deaf student initiates conversations. You have been asked to participate in the upcoming IEP team meeting. You should:
a. Share that the student's lack of communication skills seems to be creating a dependence on you. b. Invite a D/deaf adult from the community to come to the meeting.
c. Recommend that the school send the child to the residential school for the deaf.
d. Set up some sign language classes for the student body.
Write a short paragraph answering each of the following questions:

11. What are the four areas covered in the RID Code
of Ethics?
12. Explain why the RID Code of Ethics is important to our profession.
13. When was the RID Code of Ethics created?
14. Who does the RID Code of Ethics protect? How?
Ethics and Role
K Overview and Activities

A. Values and Ethics
nterpreters, especially educational interpreters, are in many situations where values can conflict. Unless we are aware of our own values we will not be able to predict potential conflicts with the RID Code of Ethics or with values of consumers or with certain situations. Sandra Gish discussed these issues in her student manual "Ethics and Decision Making for Interpreters in Health Care Settings." "Interpreters strive to keep their own personal feelings from influencing the interpreted interaction. It is necessary, therefore, for interpreters to know how they feel about themselves and the world around them ... Interpreters who are not aware of the values conflicts that occur may find themselves losing their sense of impartiality, and thereby impact both the interpreted message that they render and the interpreted interaction itself. Interpreters who know themselves well, and who know their value systems well, are able to identify when their values conflict with those of clients. By identifying the source of their discomfort, they are able to make a conscious effort to keep their feelings from influencing their professional performance. And they are better able to process their own feelings in reaction to the situation when they finished an uncomfortable assignment. Interpreters are seldom able to change the external system; while they may commit themselves to separate tasks of community awareness, cultural respect and political equality outside of the immediate interpreting assignment, they are unable and restricted from influencing any system change while interpreting (unless it is directly related to the interpreting process). But interpreters can learn to recognize values conflicts, accept the values of those with whom they work, learn to live within their own personal value system without imposing it on clients, and find strategies for internal acceptance and change." (Gish pp. 36-7)
Activities
The following activities will help you identify your own personal values. By reflecting on these values alone and in a group with other interpreters you will be able to recognize potential conflicts with your values that may occur in your professional work. B y working with others you will begin to appreciate the diversity of values that are held by individuals. (Gish adapted from Simon, 1972, pp. 44-7) These activities were adapted with permission from "Ethics and Decision Making for Interpreters in Health Care Settings," by Sandra Gish, 1990, Minneapolis, M N , College of St. Catherine.
Ethics and Role
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5, The RID Code of Ethics

ur values provide us a basis for deciding what is desirable and worthwhile for ourselves as individuals. Groups of people in a given society may share values that allow them as a group to decide what is correct, worthwhile, bad, and incorrect. Professional groups have ethics that describe rules or standards that govern the conduct of their members. These standards reflect the profession's desire to insure the well-being of its clients. Since the very first gathering of interpreters as a professional association at Ball State Teacher's College in Munice, Indiana in 1964, we have stated our concern about our ethical standards. We have attempted to determine how to protect our consumers and how to articulate our values as a professional group. It is important to understand this history and the importance the D/deaf community places in our ethical behavior. These principles have developed over time and the interpretation and implementation of the RID Code of Ethics is still developing and changing.
Ethics and Role
Use the Code of Professional Conduct, the current ethical code for RID, for this activity. See www.rid.org/ethics/ code/.
Ethics and Role
Ethics and Role
C, The Role of the Educational Interpreter

n this section of the module we will set out to clearly define: the role of the educational interpreter; how you can identify and use the responsibilities that you face in your daily work environment to clarify your role; and strategies for communicating your role to others in the educational system. With the plethora of responsibilities that educational interpreters face, it seems the answer to the question "what is the role of the educational interpreter?" is all too often "it depends." Part of the problem and confusion is that we rely upon the outlining of the educational interpreters' responsibilities to clarify what the role of the interpreter entails. Although there are a variety of definitions of the role of the educational interpreter, one common theme does arise: The educational interpreter's primary role is to facilitate communication in the educational setting between the D/ deaf and/or hard of hearing student(s), their hearing peers, the classroom teacher and other personnel in the school system. It is emphasized in this definition that this part of the role takes precedence over other responsibilities and duties that the educational interpreter may have. This part of the role definition is most clear. The gray areas come into play when discussing the other duties and how they do or do not fit into this role.
What Makes Educational interpreting Different?

Maggie Holt, an instructor at the Educational Interpreter Technician program of Northcentral Technical College in Wausau, Wisconsin offers the following list of points that are unique to the field of educational interpreting: The interpreter is considered a member of the educational team.
w The physical setting will remain constant. w The main priority is education, not communication.
You cannot, however, have education without communication. The deaf program may have set a required mode of communication (i.e. PSE, SEE I, SEE 11, ASL, etc.)
w Relationships with people are ongoing and frequent,
including students, counselors, teachers, speech therapists, administrators and parents. The interpreter will have authority figures/ supervisors, yet at the same time be an authority figure.
w Additional responsibilities are often required of the
interpreter.
Ethics and Role
Ethics and Role
Responsibilities and 'cother Duties As Assigned. ..yy

"Hyphenated interpreter" is the term Nancy Frishberg uses in her book Inter~reting: Introduction to describe the An interpreter working in an educational setting who has multiple duties attached to their primary responsibility of interpreting, i.e. interpreter-tutor or interpreter-aide. These duties may include: tutoring, classroom assistance, advocate/consumer educator, and educational planning.
Tutoring
f tutoring is part of an educational interpreter's responsibilities, the interpreter should have special training in tutoring techniques and should carry out this responsibility under the direct supervision of the classroom teacher. It is the classroom teacher who has ultimate responsibility for teaching and assessing the student's progress. The interpreter-tutor needs to be able to assess when the student is missing information or when concepts are unclear. This provides the basis for determining the type and degree of tutoring to be given. The student may:
be lacking background information or skills necessary to grasp the current material; have difficulty with the language and vocabulary; lack organizational and study skills; need assistance preparing for tests. In order to respond appropriately to these needs the interpreter-tutor should meet with the teacher to develop a plan, and then provide the follow-through. (Modules on Educational Interpreting, 1992: Module 6B).
Classroom Assistance
his area is one in which there is great potential for conflict if the role of the interpreter is not clearly explained ahead of time. The Report of the National Task Force on Educational Interpreting contends there must be a clear understanding between the interpreter and the classroom teacher as to the level and kind of general assistance the educational interpreter can provide the teacher and class without interfering with her/his primary responsibility of interpreting. The multiple duties that may be assigned to the interpreter and the priority of interpreting services should also be made clear to the D/deaf and hearing student(s) in the classroom. The interpreter should be prepared to interrupt other classroom activities and explain this prioritization and clarification of roles when interpreting services are needed.
Advocate I Consumer Educator

he Modules on Educational Interpreting from Northwestern Connecticut Community - Technical College explain that often the educational interpreter, regardless of background and/or experience, is given the overwhelming responsibility of educating those in the school about deafness. It is not uncommon for the D/deaf or hard of hearing student (and the family) to have little or no information regarding hearing loss, its implications, his/her needs, available resources, or an awareness of the Deaf Community. As the "resident expert," the interpreter is often called upon to answer such questions and provide the information. Additionally, the interpreter may be asked to teach sign language to other students and staff. The interpreter should assume the role of "liaison" rather than "expert," involving members of the Deaf Community when appropriate, and providing resource referrals whenever possible. (Modules on Educational Interpreting, 1992: Module 6B). The MRID Module Resource Guide in this package is an excellent vehicle for finding local resources when this type of situation arises.
Ethics and Role
Educational Planning
The Report of the National Task Force on Educational Interpreting identifies educational planning as a provision that should (emphasis added) be included in the interpreter's responsibilities. It is defined as: the time set aside for the educational interpreter and teacher to discuss course content, lesson plans, upcoming tests, etc. in order to coordinate educational planning for the D/deaf student; the interpreter's preparation time - time to preview textbooks and other instructional materials, to become oriented to subject content and vocabulary and to selected vocabulary signs, etc.- to enable the interpreter to prepare a better interpretation; the time needed for continuing skill development by the educational interpreter. (Stuckless, 1989: 10) While the economic realities for school districts may require that one individual take on "double duty," Frishberg adds that it is important for interpreters to be clear about what constitutes appropriate behavior within each role. "A danger for the 'hyphenated' interpreter exists if there is no clear description of responsibilities that accompanies the job title: the student may become angry or frustrated by not getting tutoring on demand, and not understanding why it is withheld; the teacher may feel all the more cut off from the hearing impaired student (sic); and the interpreter with full good intent may have taken on more than one person can handle. All of these taken together can build to a potentially explosive interpersonal situation, unlikely to lead to successful instruction." (Frishberg, 1986: 109)
D. A Code of Ethics for Educations/ Interpreters

hroughout this module you have identified various reasons why challenges arise for you as an educational interpreter, exploring conflicts in personal and professional values, and the expectations inherent in the educational environment and of those individuals with whom you work. If your role is not clearly defined and communicated to others in your work environment, the challenges you face can be exacerbated.
Ethics and Role
Four Interpretations of the RID Code of Ethics for Educational Interpreters

s you have seen in the revious activities, educational interpreters are often c allenged to reconcile the RID Code of Ethics with their role and responsibilities, as well as the expectations of the educational environment. In response to this challenge, there have been several interpretations of the code that incorporate ethical approaches to the unique situations interpreters face in the educational setting. The following chart reflects four interpretations of the RID Code of Ethics for educational interpreters.
Florida
1986Developed by the Statewide Task Force on Interpreters Florida RID and Florida Department of Education.
Schiebe / Hoza
Schiebe, Karen and Jack Hoza, 1986. "Throw (code of ~ t h i we~ ? ~ Don't Use That Here!) Guidelines for Educational Interpreters." In Intervretine: the Art of Cross-Cultural Mediation, Proceedines of the Ninth National Convention of the RID. - Silver Spring, MD. RID, Inc.
rt outme window!"
RID # f , Interpreters / Transliterators shall keep all assignmen t-related information strictly confidential. Florida
Change to: Interpreters / Transliteratorsmay discuss assignment-related information with other teachers and supervisors who are directly responsible for the educational program of hearing impaired children for whom the interpreter interprets / transliterates. Guidelines:
Scheibe / Hoza
A. The educational interpreter (EI) may discuss assignment-related information only with other members of the educational team (ET) (e.g., Interpreters, teachers, supervisors) who are directly responsible for the educational program of the HI students(s) for whom the EI interprets.
Interpreter / Transliterators at the elementary level and secondary levels are often assuming the primary role of interpreter and tutor. In this capacity the interpreter / transliterator functions as a support service pro- 1) serious behavior which any other school personnel would have to report (such as vider on the educational team who answers suspected child abuse, or the breaking of directly to the teachers who are responsible laws or school policies) or for the child's educational program. The interpreter / transliterator must discuss the 2) significant academic problems which child's functioning in the interpreting situamay require additional support services. tion on a regular basis with the supervising C. The EI may provide input for - or may teachers and / or designated administration. attend - educational team meetings (including IEP staffings) to answer questions and address concerns related to a student's communication abilities and needs. The EI may answer which questions as the following: 1) Does the HI student need interpreting services? 2) Does the HI student attend to the EI?
3) How does the HI student sign (ASL, PSE, MCE)?
B. The EI should report directly to a classroom teacher or a designated supervisor when the EI finds it necessary to step out of the EI role. The El may only step out of the interpreting role to report:
The information in the table is reprintedfrom the original sources with permission of the authors.
Ethics and Role
Seattle School Dist.

Seattle School District Authors: Mary Meing, Gary Smith, Sue Safioles, Kathy Lupson.
Kansas
Kansas Guidelines for Educational Interpreters. 1995Compiled by: Commissioners kducational Interpreter Advisory Committee and Kansas State Board of Education, in collaboration with the Kansas Commission for the Deaf and Hard of Hearing. Topeka, Kansas.
RID # f . Interpreters / Transliterators shaN keep all assignmen f-relafed information strictly confidential. Seattle School Dist.
A. Interpreters (I) may discuss assignmentrelated information only with classroom teachers, department head or administrators directly responsible for the educational program of the HI student for whom the I interprets.
Kansas
A. The educational interpreter may discuss assignment-related information only with other members of the educational team (e.g., interpreters, teachers, supervisors) who are directly responsible for the student for whom the interpreter interprets. B. The educational interpreter should report directly to a classroom teacher or a designated supervisor when the interpreter finds it necessary to step out of the interpreter role. The educational interpreter may only step out of the interpreting role to report:
1) serious behavior which any other school personnel would have to report (such as suspected child abuse, or the breaking of laws or school policies) or
B. ys may the dual role of I and tutor. ~nthis capacity the I functions as a support service provider on the educational team. The I may discuss the student's functioning in class with other members of the educational team as needed.
C. 1's may find it necessary to step out of the I role in event of certain situations, i.e., 1) All staff are required to report serious behavior problems or situations such as suspected child abuse, breaking of laws or school policies to the department head or the appropriate administrator.
2) significant academic problems which may require additional support services. C . The educational interpreter may provide input for - or may attend - educational 2) Significant academic problems which team meetings (including individual Edumay require additional support services cation Plan staffings) to answer questions could be reported to either the depart- and address concerns related to a student's ment head or the classroom teacher ap- communication abilities and needs. The edupropriate to the situation. cational interpreter may respond to such D. The I may provide input or attend edu- questions as the following: cational team meetings (including IEP staffings) to answer questions and address 1) Does the deaf / hard-of-hearing student need interpreting services? concerns related to a student's communication abilities and needs. Ideally, the I shall 2) Does the deaf / hard-of-hearing student attend to the educational interpreter? either interpret or participate in meetings but shall not do both being aware that this situ- 3) How does the deaf / hard-of-hearing stuation may not be able to occur. dent sign (American Sign Language, Pidgin Sign Language, Manually Coded English)?
The information in the fable is reprintedfrom the original sources with permission of the authors.
4) How does the student communicate with the teacher, other school personnel and his peers? In these situations, the EI shall not discuss the student progress or behavior in the classroom and shall direct questions on school performance to the appropriate school personnel.
D. If the EI also works with a student as a tutor, this person may discuss the student's performance in the tutoring session only, but may not discuss the student's performance in a situation in which this person is function as an EI.
E. The EI shall either interpret or participate in IEP meetings, but shall not do both.
RID #2, Interpreters / Transliterators shall render the message faithfully, always conveying the content and spirit of the speaker, using language most readily understood by the personfs) whom they serve. Florida
Guidelines: It is the interpreter's / transliterator's responsibility to transmit the message as it was intended. Short clarifications of presented material may be done throughout the presentation;but if explanation is required, this should be done at a later time, by the interpreter / transliterator or the classroom teacher. When interpreting / transliterating from spoken English to Sign, the educational interpreter will communicate in the manner most easily understood by the students. When working from Sign to spoken language, the interpreter will speak the language used by the hearing person.
Schelbe / Hoza
A. It is recognized that some HI students may not fully understand an I message due to differences in culture, language, or experience. It is appropriate for EI's to clarify bits of information which fit into this category (e.g., hearing-culture jokes, certain English vocabulary which does not translate well). However, this is to be done on a limited basis for the benefit of clear communication and should not be tutoring per se.
B. The EI is often asked to use a particular system of MCE. The I should consider his / her skills in this system before accepting an assignment.
C. If the EI disagrees with the school's policy, requiring the use of a particular system of MCE, the interpreter should discuss this with his / her immediate supervisor or request an IEP conference.
Ethics and Role
4) How does the student communicate with the teacher, other school personnel and peers? In these situations, the educational interpreter shall not discuss the student's progress or behavior in the classroom and shall direct questions on school performance to the appropriate school personnel (e.g., teacher, counselor, principal).
D. If the educational interpreter also works with a student as a tutor, this person may discuss the students's performance in the tutoring session only, but may not discuss the student's performance in a situation in which this person is functioning as an educational interpreter.
E. The educational interpreter shall either interpret or participate in IEP meetings, but shall not do both.
RID #2. Interprefers / 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, Seattle School Dist,
A. It is the 1's job to transmit the message as it is intended. Short clarifications of presented material may be done throughout the presentations; if extensive explanation is required, this should be done at a later time by the classroom teacher.
Kansas
A. It is recognized that some deaf / hard-ofhearing students may not fully understand an interpreted message due to differences in culture, language, or experience. It is appropriate for educational interpreters to clarify bits of information which fit into this category (e.g., hearing-culture jokes, certain English vocabulary which does not translate well). However, this is to be done on a limited basis for the benefit of clear communication - and should not be tutoring per se.
B. When interpreting from spoken English

to Sign, the I will communicate in the manner most easily understood by the students. When interpreting from Sign to spoken English, the I will speak using appropriate English levels. C. The public school philosophy of Total Communication is the use of any and all means necessary to facilitateexpressive and receptive communication. Total Communication would include the use of any of the following: ASL, PSEt MCE, fingerspelling) gestures and pantomime, speech reading and auditory devices.
B. The educational interpreter is often asked to use a particular system of Manually Coded English. The interpreter shall consider his / her skills in this system before accepting an assignment.
C. If the educational interpreter disagrees with the school's policy, requiring the use of a particular system of Manually Coded English, the interpreter should discuss this with his / her immediate supervisor.
R/D #3. Interpreters / Transliterators shaN not counsel, advise or interject persona/ opinions.
Florida
Change to: Under the direction of the subject area teacher, the interpreter / transliterator may tutor hearing impaired students and assist them to better comprehend the presented material. The interpreter should direct students to an appropriate person for the advice they seek. Guidelines: In the educational setting, the interpreter often assumes the dual role of interpreter / tutor. The interpreter is to interpret the message faithfully during the actual interpreted sessions; but 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. Interpreters / Transliterators 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 devise teaching materials or follow-up activities for hearing impaired students without input from the classroom teacher.
A. The I shall maintain an impartial role. The I is not responsible for disciplining HI students. The students should be allowed freedom to make choices and to learn as independently as possible.
B. For students who are not fully aware of the interpreter's role, the EI may briefly step out of the I role for the following purposes:
1)The I may give clues needed for successful interaction. For example, when the student mistakenly directs the questions to the I, the I may sign, "I will interpret for you, so you may ask the teacher" (or may use subtle body language or eye cues). 2) The I may clarify his / her role in the classroom as situations arise. C. If the EI also functions as a tutor, this person may be involved in clarification,review and reinforcement of concepts presented by a classroom teacher. The 1's role during the tutoring session is, therefore, separate and distinct from his / her role during an interpreting situation.
Ethics and Role
RID #3. Interpreters / Transliterators shall not counsel, advise or interject personal opinions. Seattle School Dist.
A. Under the direction of the subject area teacher, the I may tutor the HI students and assist them to better comprehend the presented material. The I may advise the students or direct them to an appropriate person for the advice the student seeks and / or offer to interpret for them if that is appropriate.
Kansas
A. The interpreter shall maintain an impartial role. The interpreter is not responsible for disciplining deaf / hard-of-hearing students. The student(s) should be allowed freedom to make choices and to learn as independently as possible.
B. The I will conduct his / her activities depending upon the classroom teacher's directions and the teaching materials the teacher provides the I to use while tutoring. The I will not be required to devise teaching materials or follow-up activities for the HI students.
C. The I shall maintain an impartial role. The I is not responsible for disciplining HI students. The students should be allowed freedom to make choices and to learn as independently as possible.
B. For students who are not fully aware of the interpreter's role, the educational interpreter may briefly step out of the interpreter role for the following purposes:
1) The interpreter may give clues needed for successful interaction. For example, when the student mistakenly directs questions to the interpreter, the interpreter may sign, "I will interpret for you, so you may ask the teacher" (or may use subtle body language or eye cues).
D. The I may clarify his / her role in the classroom as situations arise.
1) Students and / or teachers may need further about the role and / or use of interpreting services.
2) The interpreter may clarify his / her role in the classroom as situations arise. C. If the educational interpreter also functions as a tutor, this person may be involved in clarification, review, and reinforcement of presented a teacher. The interpreter's role during the tutoring is, therefore, separate and distinct form his / her role during an interpreting situation.
2) Orientations for staff, students or parents may be necessary to better utilize the services of an I.
MRlD Educational Interpreter Grant Project
RID #4, Interpreters / Transliterators shall accept assignments using discretion with regard to skill, setting, and the consumers involved, Florida
Change to: Interpreters / Transliterators in the educational setting shall accept employment for which they are qualified, based on the their certification level on the RID evaluation, QA screenings or the Florida educational interpreter evaluation.
Scheibe / Hoza
A. An EI should consider the following information about an assignment to determine if his / her skills are adequate for the assignment: 1) the age levels of the students, 2) the content of the various classes (e.g., academic, vocational),
3) special interpreting situations (e.g., assembly programs, field trips, films),
4) the student's English skills, and
5) the student's sign language preference (ASL, PSE, MCE). B. The I should also consider his / her flexibility within the sign language continuum in meeting the needs of the HI consumers. Also, the I should consider his / her competency in the English language as well as in ASL.
Ethics and Role
RID #4. Interpreters / transliterators shall accept assignments using discre tion with regard to skill, setting, and the consumers involved= Seattle School Dist,
A. I's in the educational setting shall accept employment for which they are qualified based on their certification level on the RID evaluation and / or the Seattle School District educational interpreter screening test.
Kansas
A An educational interpreter should consider the following information about an assignment to determine if his / her skills are adequate for the assignment:
1) the age levels of the students, B. The I should understand the variety and flexibility of skills required for employment. 2) the content of the various classes (e.g., academic, vocational), Considerations include the age level of the students, the type of content in academic and 3) special interpreting situations (e.g., asvocational classes, the language levels of the sembly programs, field trips, films), HI students, special interpreting assignments such as assembly programs, meetings, 4) the student's English skills, and movies, dramatic and sports programs. Af- 5) the student's sign language preference ter analyzing the various situations in which (American Sign Language, Pidgin Sign they will be required to work, the I will deLanguage, Manually Coded English). termine if their skills are adequate for such B. The interpreter should also consider his / employment. her flexibility within the sign language continuum in meeting the needs of deaf / hardof-hearing consumers. Also, the interpreter should consider his / her competency in the English language as well as in American Sign Language.
RID #5. Interpreters / Transliterators shall request compensation for service in a professional and judicious manner, Florida
Change to: Interpreters / Transliterators shall request compensation for services in a professional and judicious manner, according to their level of certification achieved on the RID evaluation, QA screenings or the Florida educational interpreter evaluation. Guidelines:
Scheibe / Hoza
A. It is recommended that El's be paid according to a salary schedule which includes the factors:
1) completion of an interpreter training program; degree in interpretation;
2) years of interpreting experience (especially in the educational setting);
3) college courses in education; degree in School districts are encouraged to establish education; salary schedules for educational interpreters / transliterators based on their achieved 4) Registry of Interpreters for Deaf (RID) certification; and certification levels on the RID Evaluation, QA Screenings, or the fkrida Educational 5) number of CEUs related to interpreting Interpreter Evaluation. Salary increments skills, sign language, deafness and edushould be built into these schedules based cation. on years of service and higher certification B. It is recommended that EI's be guaranlevels achieved. teed a set number of hours per week and , as a paraprofessional, receive the same benefits as other staff members. C. It is recommended that EI's have a separate category from other staff members, so that their unique skills and expertise are rightfully recognized. EI's should be classified as paraprofessional or professional depending on this person's role and responsibilities. The following job titles are examples that would be appropriate: educational interpreter, communication facilitator, interpreter / tutor, interpreter / tutor / notetaker, and interpreter / aide.
Ethics and Role
RID #5. Interpreters / Transliterators shall request compensatioh for service in a professional and judicious manner, Seattle School Dist.
A. I salaries are pre-determined by Seattle School District
Kansas
A. It is recommended that educational interpreters be paid according to a salary schedule which include the following factors:
#I. School districts are encouraged to establish salary schedules for EI's based on the RID evaluation and / or the Seattle 1) completion of an interpreter training program; degree in interpretation; School District EI screening test. Salary increments should be built into the sal2) years of interpreting experience (espeary schedules based on years of service cially in the educational setting); and higher levels of certification achieved. 3) college courses in education; degree in education; B. It is recommended that EI's have a separate category form other staff members (Sign 4) KQAS or RID certification, or EIPA AsLanguage Interpreter) so that their unique sessment; and skills and expertise is rightfully recognized. EI's should be classified as paraprofessional 5) number of CEUs related to interpreting skills, sign language, deafness, and edudepending on the person's role and / or recation. sponsibilities. B. It is recommended that educational interpreters be guaranteed a set number of hours per week and receive the same benefits as other staff members.
C. It is recommended that educational interpreters have a separate personnel category from other staff members so that their unique skills and expertise are rightfully recognized.
RID #6, Interpreters / Transliterators shall function in a manner appropriate to the situationm Florida
Guidelines: In the educational setting, it is vital that interpreters / transliterators conduct themselves in a professional manner reflective of the other professionals working in schools. The interpreter / transliterator 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 / transliterator should wear clothing befitting the interpreting situation, which is in contrast to skin tones, and which is not distracting to the conveyance of the signed message. The interpreter's / transliterator's personal conduct should demonstrate willingness to be part of the educational team and should display behaviors which are cooperative and supportive in spirit. The interpreters / transliterators should not let themselves be placed in an adversary role, and should resolve controversial issues as a cooperating member of the team. Tenet: Interpreters 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 a school district employee, the interpreter must assume the responsibility of knowing and enforcing governmental and school laws. As a working member of the educational team, the interpreter is not exempt from the codes and policies established by the educational agency. Participation as an educational team member requires that the interpreter help enforce these rules and report infringements of laws, rules and codes to the appropriate authorities. Students should be informed that violation of laws and rules will be reported to appropriate authorities.
Scheibe / Hoza
A. The EI represents an attitude toward deafness and the HI students in the mainstream situation, and 1's must recognize their importance as role models.
B. When the EI has other duties as well (such as being a tutor or teacher's aide), a clear distinctionneeds to be made as to which role the person is functioning in at any given time. One suggestion is the wearing of a special smock or jacket to worn during interpreting, to help clarify and distinguish roles. Another suggestion is that a separate time be established when the student is scheduled for tutoring services from the I.
Ethics and Role
RID #6, Interpreters / Transliterators shaN function in a manner appropriate to the situation, Seattle School Dist, Kansas RID
A. In the educational setting, it is vital that A. The educational interpreter must recog1's should conduct themselves in a profes- nize their significancein portraying non-pasional manner reflective of the other profes- tronizing and positive attitudes about deaf sionals who work in school. The I shall wear people and their abilities. clothing which is in contrast to skin tones B. When the educational interpreter has and which is not distracting to the coveyance other duties as well (such as being a tutor or of the signed message. The 1's personal conteacher's aide), a clear distinction needs to duct should demonstrate their willingness be made as to which role the person is functo be part of the educational team and they tioning in at any given time. For example, a should display behaviors which are coopseparate time may be established when the erative and supportive in spirit. 1's should student is scheduled for tutoring services not let themselves be placed in a n adversary from the interpreter. role but should remain neutral and try to resolve controversial issues as a cooperating member of the educational team.
B. When the EI has other duties as well as interpreting such as tutoring or being a teacher's aide, a clear distinction needs to be made as to which role the person is functioning at any given time.
RID #7. 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, Florida
Guidelines: Interpreters / transliterators in the educational setting should assume personal responsibility for the improvement of themselves and their skills. Though school systems may offer some inservice training for the interpreters / transliterators, 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 extended training. Interpreters / Transliterators should recognize that this is the case and they may have to rely on the use of personal resources for professional development.
RID #8. Interpreters / Transliterators are encouraged to hold membership in local state and national interpreting organizations and should strive to maintain high professional standards in compliance with the educational code of ethics. Florida
Change to: Interpreters / transliterators are encouraged to hold membership in local state and national interpreting organizationsand should strive 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 the organization and the structuring and restructuring of its goals to meet the needs of the educational interpreters / transliterators.
Ethics and Role
RID #7=Interpreters / Transliterators shaN strive to further knowledge and skills through participation in workshops, professional meetings, interaction with professional colleagues and reading of current literature in the field, Seattle School Dist,
A. Skill improvement is a personal responsibility and a n individual value.
B. The Seattle School District may offer inservice training for upgrading skills.
RID #8=Interpreters / Transliterators are encouraged to hold membership in local state and national interpreting organizations and should strive to maintain high professional standards in compliance with the educational code of ethics, Seattle School DistA. Interpreters in the educational setting should consider themselves as important members of the interpreting community.
B. Interpreters should be encouraged to obtain membership in interpreting organizations at all levels and should be encouraged to actively participate in the functioning of the organization and structuring and restructuring of its goals to meet the needs of the EI.
Ethics and Role
E. How To Clarify Your Role...

n important tool to use when clarifying your role is your job or position description. Job descriptions outline the duties of a position, the priorities of those duties, the skills needed for the position and who the person in that position reports to for supervision.
Ethics and Role
E Problem-Solving and Decision Making

s you deal with ethics, values and role, you may identify conflicts or others may perceive you to be in a conflict. It will be helpful to have problem solving skills and tools for decision making.
This material is reprinted with permission from "Ethics and Decision Making for Interpreters in Health Care Settings," by Sandra Gish, 1990, Mpls., MN., College of St. Catherine.
Problem Solving and Decision Making

It is not the presence of conflict which causes chaos and disaster, but the harmful and ineffective way in which it was managed. David Johnson
henever people work together cooperatively - openly sharing ideas, information, reactions and resources - differences and disagreements will surface. These controversies are inevitable, and are a necessary condition for creativity and productivity i n a cooperative situation. It takes t w o or more people to create a conflict of interest, and cross-cultural interactions always involve at least three: the hearing consumer, the Deaf consumer and the interpreter. However, conflicts over ideas and opinions lead to creative problem solving and decision making. A n d while w e often think of problems as having only negative qualities, the outcome of controversy can be positive. I n fact, successful problem solving can lead to increases i n motivation, creativity, reasoning, mastery and perspective taking. Johnson and Johnson (1972, 1978) present information o n creative problem solving that helps interpreters discover sound, professional solutions.
Goafs of Problem Solving

Creative and cooperative problem solving has t w o goals:
I . To change the situation to reflect more of what you want, and
2. To have people feel O K about the new situation (or to let i t be O K if they don't feel all right about the situation).
It's important to recognize both goals. W h a t has been gained if you've changed a situation so that you get what you want, but no one wants to work with you (or each other) again?
Definition of a Problem
problem is defined as a discrepancy between the actual state of affairs and a desired or ideal state of affairs. I n other words, a problem is a conflict between the present situation (what is happening n o w ) and what you want (what you want to happen). Gish, 1980
Interpreters often find themselves i n conflict situations. Sometimes the conflict arises because consumers (often hearing) don't understand the interpreting process. Conflicts arise when consumers disagree about how the interpreting process should proceed. A n d because Deaf citizens are still fighting for self-determination and civil rights, interpreters, as allies to Deaf people, find themselves i n situations of tension and conflict. Interpreters m u s t be on-the-spot problem solvers. Situations arise which demand immediate solutions. For that reason, professional interpreters m u s t practice problem-solving skills that can be applied whenever conflicts arise. Occasionally, interpreters face problems that have
Ethics and Role
longer impact; the professional m u s t know how to analyze and solve these problems with long-range consequences i n mind. There is never only a single, best solution to a n y problem. W h e n looking at hypothetical problems for the purpose of practice, interpreters often ask, "What should the interpreter do?" The only answer that can truly be given is, "It depends." It depends upon who the interpreter is and who the clients are; it depends upon the relationship that the participants have with each other; it depends upon the situation, the circumstances, the environment, and the presence or absence of bystanders; it depends upon legal constraints; it depends upon a myriad of factors that comprise the dilemma itself. Remember, too, that if you can't solve the whole problem, you may be able to solve a part of it. One approach is to t r y isolating the parts of the problem and identifying those parts that you may be able to solve. Problem-solving is a skill that can be learned and practiced. The effective problem-solver has rehearsed problem solving before on-the-job conflicts arise. The problem-solver knows how to examine possible solutions and their potential consequences. A n d the effective professional knows how to evaluate solutions and how to learn from them. Then, when faced with a professional conflict, the interpreter has the tools necessary to accomplish the appropriate steps toward a n effective solution.
Steps for Problem Solving

1 . Describe the problem clearly.
Ask yourself, "What exactly is happening that I don't like? W h o is involved? W h a t are they doing that I want to change? What roles do people have i n this problem?"
2 . Find out all the facts you can about the problem.
Act as though you are a newspaper reporter: ask "Who? W h a t ? Where? When? Why?" Find out if anyone else has solved or tried to solve this problem before. Find out who can help you solve the problem. Be clear about what you can and can't change or what you can and can't control. List the facts that you want to know and where you can find the answers.
3. Think of possible solutions.
Analyze what changes you want i n the present situation, and what the ideal situation would be. Think of ways the group can change the situation. Don't evaluate or eliminate ideas at this stage; the more possible solutions the better.
4 . Think of the pro's and con's of each
possible solution.
N o w is the time to evaluate the possible solutions. Think about what impact each solution would have on the situation and the people involved.
5 . Choose a solution t o try.
Make your best choice. Don't worry that you might have chosen the wrong solution. I f this solution doesn't work, you can always t r y another one.
--
Gish, 1980
6 . Outline the stens o f the solution.

I ,
Decide who is involved in the solution. What must each person do to bring the group to a solution? What happens first, second, third, etc. ?
7. Try the solution.
When S O / U ~ ~ O ~ S Don't Work

here is no guarantee that every solution will solve every problem. Even when interpreters make careful decisions and work hard at problem solving, the solution may fail. Sometimes the sorution may cause otjzer problems that are harder to solve than the original. Sometimes the solution will solve the immediate problem, but leave group members feeling discontented. The hardest problems yield some of the highest quality decisions. And even if the decision reached does not solve the problem effectively, the experience offers an opportunity for further learning and study. When a solution does not provide the desired results, follow a formula for learning:
1. Evaluate w h a t happened.
r e s ~ o n s i b i l i t accountabilit~ ~f and the consequences of your decision.

8. Evaluate w h a t happened.
Has the situation changed to reflect more of what you want? Is the situation any better? How do people feel? Did your solution create new problems that must be solved? Do you need to try a new solution?
Ask yourself: "What went wrong? Did we follow the appropriate problem solving steps? Did we leave something out? Did we fail in the problem solving process or in our choice of solution? Did the solution fit the circumstances? Did the consequences of the solution cause more problems? What alternative solutions could we have tried with greater success? If I encounter this problem again, what would I do differently?"
2. Accept your mistake.
Remember, interpreters are only human, and all interpreters will make mistakes once in awhile. Accept mistakes as a natural part of the human experience. Retain your own power by acknowledging and owning your mistakes as well as your successes. 3.Learn from your mistakes. While we might want to forget the whole experience for awhile, there is an advanGish, 1980
Ethics and Role
tage to learning from our mistakes. W e can gain a great deal of insight from solutions that did not work, and we can add to our knowledge base for future problem solving. Even knowing that you may never want to repeat your mistake is a valuable professional lesson.
4. If possible, correct y o u r m i s t a k e .
Sometimes w e make a decision and immediately know that i t was not the decision we wanted to make. Don't be afraid to let people know that w i t h a little more thought, you'd like to offer another solution. Sometimes w e are able to correct mistakes immediately. Sometimes we are able to correct mistakes at the next meeting. Or, w e might be able to let people know that while the group tried one solution earlier, there might be a more effective approach to the problem. This won't be possible in every situation, but there are times when mistakes are correctable.
5. L e a v e y o u r m i s t a k e b e h i n d .
The two monks traveled the rest of the day i n silence. But that night, as they prepared camp, the older monk said to the younger, "You know that we have forsworn relationships with women. And yet you carried that young girl across the river. You have defiled our whole day's travels." Without pause, the younger monk replied, " N o , m y brother, i t is you who have defiled our travels. I only carried the girl at dawn. It is you who have carried her all day."
Once you have evaluated the situation, accept your mistake and learn what you can from the process. Then put the experience i n the past. W e all have a tendency to forget our successes and remember our mistakes, but there is no real benefit from dwelling o n past actions. Remember this old story: Two monks starred our on a day of traveling. It was barely dawn when they came across a raging river that was difficult to cross. A s they were looking for the safest spot to cross the river, they noticed a young girl who was i n their same predicament. A s the monks prepared to cross the river, the youngest monk quietly approached the young girl, picked her u p i n his arms, and carried her safely to the other side.
Gish, 1980
Problem-Solving Model for Interpreters

Describe a situation in which an interpreter faces an ethical dilemma or professional problem. The situation can be one that you or another interpreter has already experienced, or it could be hypothetical. Apply the problem-solving steps to reach a potential solution.
1. Acknowledge: how do you feel?
2.
What, if any, personal conflict (values, beliefs, standards) are you experiencing?
3.
Are there any role or perception conflicts between you, the consumer(s) and/or your colleague(s)?
4.
Describe the problem clearly in a way that guides the interpreter toward ownership of the problem and the solution. It may help to start the problem definition with: "The problem for the interpreters ..." or " M y problem as the interpreter is ...
I,
5.
What, i any, professional conflicts are you f experiencing? What guidance do the values of the RID Code of Ethics offer?
6.
What, i any, institutional guidelines must influence f your decision?
Gish, 1980
Ethics and Role
G. Communicating What You Identify as Your Role as an Educational Interpreter

lthough not true in all schools, it is unfortunate that many educational interpreters are rarely given a sufficient amount of time to educate teachers, students and other consumers about the nature of interpreting and interpreting services. As you know, explaining the interpreting process and how to work with an interpreter in the classroom on the first day of class is complicated, and it is not often accomplished in a single try. As a result, problems usually surface throughout the year about the role and responsibilities of the educational interpreter. How do you deal with the issue of educating your consumers in the classroom and educational setting? What issues and topics do you share with the consumers of your services? When do you share this information with them? Depending on your school setting, you may have already identified various times throughout the year that are appropriate for sharing information. The Educational Interpreter Modules from the Connecticut Community College suggests that the following topics and issues be discussed: I. Topics and issues that need to be discussed in an initial presentation to staff: A. The general roles of the interpreter, teacher, and the D/deaf students;
B. The impact of interpreting on the classroom;

C. Requirements for effective interpreting; D. The need for preparation in order to do the best interpretation possible
E. The need for trust and confidentiality between students and teachers;
In addition, the situations and institutional policies that are in conflict with the RID Code of Ethics and need to be reconciled should be identified and explained to the staff and students in this initial session. 11. Topics and issues to be re-addressed after teachers have the experience working with interpreters for a few days/weeks:
A. The need for advance preparation;
B. Handling interruptions/requests for repetition;

C. Visual accessibility issues with specific activities in the classroom;
D. Getting used to working together.

(Modules on Educational Interpreting, 1992: Module 7B)
Ethics and Role
So what is the role of the educational interpreter? It seems that, beyond facilitating communication for D/deaf and or hard of hearing students, their hearing peers, teachers and other school personnel, the answer is "it depends." It depends on the other duties that comprise the educational interpreter's role in that particular setting. The key to role clarification, however, is a) clarity in the job description, and b) educating all parties about what the interpreter's role is and is not. When these two pieces are achieved, you as an educational interpreter will not need to say "I'm stepping out of my role to ..." (you may fill this in with any other responsibility you may have). Instead, you may say:
" Since I'm not interpreting now, I can ..."
"Since I'm working as your tutor now, I can ..." "Since I'm not interpreting now, and instead I'm helping the whole class do this project, I can ..." "Since I'm on playground duty now, I need to tell you ..." "Since the rules of the school say that I must report any cheating that I see, I must ..." "Since you know that I am confidential about everything that happens in interpreting except ,I must ..." "I know that you want your paper checked. But I'm not your tutor now, I'm your interpreter. Do you want to go and have the teacher check your paper? 1'11 interpret for you." "Good Question! But now I'm the interpreter, so I can't answer that. Let's ask the teacher and I'll interpret that." It will be clear that since there are no interpreting services needed at the time, performing the other activity is simply a part of your role as an educational interpreter.
Ethics and Role
Vl, Personal Goal Statement

Now write a statement for yourself to help you continue your study of your personal values, your professional values, and to work toward full integration of the RID Code of Ethics into your daily work.
VII, Advanced Study and Thought question^,^.

Read "Inter~retine: The Art of Cross Cultural Mediation" in the 1985 RID Convention Proceedings. Begin to apply this cultural information to your thoughts about ethics and your role as an educational interpreter. Read "Ethics and Role in a Cultural Context" by Bonnie Kraft from the 1984 RID Convention Proceedings. Look for other materials that present potential conflicts in the perception of professionalism due to cultural influences. Read the articles on ethics and educational interpreting in the RID Views. February 1993, December 1993, November 1994, and March 1996. These articles will give you a sense of perspective from around the nation. Do you agree with the articles? Discuss these articles with colleagues. Write an article for the RID Views sharing your perspective on educational interpreter ethics and role.
Watch the videotape "Interpreters on Inter Ethical Standards and Behavior" from Sign Media. Read the article by Betsy Winston "Mainstream Interpreting: Analysis of the Task" in the 8th Annual Conference of Interpreter Trainers (CIT) Proceedings. Does this impact how you perceive your role as an educational interpreter? Discuss this with others. Read Carol Patri's keynote address to the RID Convention of 1993 entitled: "A Confluence of Diverse Relationships: Interpreter Education and Educational Interpreting." Discuss with colleagues. What do you think about her message? Do you agree or disagree? Why? How can you use this information to enhance your work? Explore the following questions with colleagues: do you think the RID should have a special evaluation for interpreters in educational settings? Why or why not? If yes, what should that evaluation look like?
With several colleagues at your school or from your professional network, peruse the resources listed in the MRID Module Resource Guide and identify those that discuss the role and responsibilities of educational interpreters. Possibilities include: the Kansas Guidelines for Educational Interpreters, You Want To Be An Intervreter. Educational Intermeting for Deaf Students: Report of the National Taskforce on Educational Intervreting, or any of the teleclasses and videotapes that address the topic including: Intervreter Issues from Sign Media, Educational Interpretin?: A Practical Avvroach (consumer Awareness, Rights, and Responsibilities Videotape Series), or Gary Sanderson's Overuse Svndrome videotape from Sign Media or Revetitive Motion Injurv teleconference from Johnson County Community College. Each person in your group should review a resource, keeping in mind the question: how can my colleagues and I use this resource when we educate our consumers about our role? Each member should
Ethics and Role
list their ideas and bring them back to the group for sharing during an agreed upon time. This sharing can be done over the phone or a special meeting during an inservice (non-student) day, an evening or during a professional lunch meeting on a Saturday. Be creative and make the activity fun. The point is not only to share this valuable information but to strengthen your professional network as well. For further insight about the classroom environment and barriers that exist for D/deaf and hard of hearing students, review and discuss Interpreting in the Classroom: Providing Accessibilitv or Creating Barriers? 1993. Videotape and notebook presented by Elizabeth A. Winston, Ph.D. and produced by B. Jones, Johnson County Community College. Interpreter Preparation Program, 12345 College at Quivira, Overland Park, KS, 66210-1299, (913) 4698500 x 3107. Do the activities and reading in the accompanying workbook. How might you integrate this information into your work and efforts to educate your consumers about your role and responsibilities as an educational interpreter?
II
Attend workshops or classes on related topics such as ethics, interpersonal communication skills, strategies for negotiating, and overuse syndrome. Do additional values and ethical study with the Ethics and Decision Making for Interpreters in Health Care Settings, A Student Manual by Sandra Gish. This is available through the College of St. Catherine in Minneapolis.
Other Recommended Resources for Advanced Study

Butler, Pamela. Talking to Yourself: Learning the Lanftuage of Self-Suvvort. San Francisco: Harper & Row, 1981. Bolton, Robert. Peovle Skills. Englewood Cliffs, NJ: Prentice I-Iall, Inc., 1979. Covey, Stephen R. The 7 Habits of Hi hlv Effective People. New York, NY: Simon & Schuster, Inc. 1989. Educational Intervretine: A Practical A ~ v r o a c h (Consumer awareness, Rights, and Responsibilities Videotape Series). Rochester Institute of Technology, Campus Connections Bookstore, 48 Lomb Memorial Drive, Rochester, NY, 146235604. Fisher, Roger and William Ury. Gettine to Yes. New York: Penguin Books, 1981. Interpreter Issues. Sign Media, Inc. 4020 Blackburn Lane, Burtonville, MD, 20866-1167. Sanderson, Gary. Overuse Syndrome videotape. Sign Media, Inc. 4020 Blackburn Lane, Burtonsville, MD, 20866-1167. Sanderson, Gary. Repetitive Motion Injurv teleconference. Produced by Johnson County Community College. May, 1991. Tannen, Deborah. That's Not What I Meant!: How Conversational Style Makes or Breaks Your Relationshivs. New York: William Morrow. 1986.
Ethics and Role
VIII, Post- Test

( M a n y of the following questions are reprinted, w i t h permission, from the Kansas State Board of Education W r i t t e n Test for Educational S i g n Language Interpreters. 1995)
You will note that the multiple choice questions are the same as the pre-test questions. As you read through the questions this time, choose the correct answer and write a short paragraph of rationale for your answer.
1. The Code of Ethics for interpreters/transliterators is: a. A guide of professional behavior and responsibility. b. A law for interpreters/transliterators. c. A means of measuring skills. d. A complex set of standards.
2. During "down time" in a class, a D/deaf student tells you that her step-father has been making inappropriate sexual advances towards her. You should:
a. Do nothing because all information learned while interpreting must remain strictly confidential. b. Contact the girl's mother and see if there is some way you can help. c. Voice what the girl has signed out loud to the classroom teacher. d. Inform the student that you must report the alleged abuse to the proper school authorities.
3. Interpreters should refrain from accepting assignments that:
a. Their co-interpreter wants. b. Pays less than the fee they desire. c. Involve topics uncomfortable or objectionable to them. d. Are not challenging for them.
Ethics and Role
4. What is the appropriate way for an interpreter to dress? a. Dress in neutral colors. b. Always wear black. c. Wear whatever you are most comfortable in. d. Professional judgment and context should influence dress.
5. Which of the following seating arrangements

would be best when interpreting in a classroom with an older D/deaf student? a. Sit with your back to the window to allow for plenty of light. b. Position yourself as close to the teacher as possible, regardless of the seating arrangements of students. c. If the teacher moves to another part of the room, the interpreter should always "shadow." d. Ask the student the best placement for you in the classroom.
6. Educational interpreters should refrain from interpreting for their own children or family members because it could affect:
a. The ability to remain impartial during interpreting. b. Relationships with school personnel and the child. c. Objectivity during the child's staffing. d. All of the above.
7. When assigned to a class or assembly for which you are not qualified, it is best to: a. Tell the student for whom you are interpreting that you are sorry and then leave.
b. Inform your supervisor that you do not feel qualified for this assignment.
c. Continue with the assignment and hope for the best. d. There is no problem because there are no assignments for which you are not qualified to interpret.
Ethics and Role

c . Help the D/deaf student pass the class.

d. Coordinate activities for the interpreters in the school building.
9. You are interpreting during a test for a D/deaf student. Midway through the test, the student asks for explanations on some of the questions interpreted earlier. What should you do?
a. Explain the question in language familiar to the student.
b. Help the student by rewriting the question.

c. Tell the student you can't talk during a test. d. Tell the student to refer the question to the teacher.
a. Share that the student's lack of communication skills seems to be creating a dependence on you. b. Invite a D/deaf adult from the community to come to the meeting. c. Recommend that the school send the child to the residential school for the deaf. d. Set up some sign language classes for the student body.
Write a short paragraph answering each of the following questions:

11. List the 8 tenets of the RID Code of Ethics.
Ethics and Role
12. Why does a profession have a Code of Ethics?
13. Describe your own personal values in relation to your choice of interpreting as a profession.
14. If someone challenges your adherence to the RID Code of Ethics how will you handle that situation?
Answer Key
A n s w e r s are listed in bold.
1. The Code of Ethics for interpreters/transliterators is :
a. A guide of professional behavior and responsibility.
b. A law for interpreters/transliterators.
c. A means of measuring skills. d. A complex set of standards.

2. During "down time" in a class, a D/deaf student tells you that her step-father has been making inappropriate sexual advances towards her. You should:
a. Do nothing because all information learned while interpreting must remain strictly confidential.
b. Contact the girl's mother and see if there is some way you can help.
c. Voice what the girl has signed out loud to the classroom teacher. d. Inform the student that you must report the alleged abuse to the proper school authorities.
Ethics and Role
3. Interpreters should refrain from accepting assignments that: a. Their co-interpreter wants. b. Pays less than the fee they desire. c. Involve topics uncomfortable or objectionable to them. d. Are not challenging for them.
4. What is the appropriate way for an interpreter to dress?
a. Dress in neutral colors. b. Always wear black. c. Wear whatever you are most comfortable in. d. Professional judgment and context should influence dress.
5. Which of the following seating arrangements would be best when interpreting in a classroom with an older D/deaf student?
a. Sit with your back to the window to allow for plenty of light. b. Position yourself as close to the teacher as possible, regardless of the seating arrangements of students. c. If the teacher moves to another part of the room, the interpreter should always "shadow." d. Ask the student the best placement for you in the classroom.
6. Educational interpreters should refrain from interpreting for their own children or family members because it could affect:
a. The ability to remain impartial during interpreting. b. Relationships with school personnel and the child. c. Objectivity during the child's staffing.
d. All of the above.
7. When assigned to a class or assembly for which you are not qualified, it is best to:
a. Tell the student for whom you are interpreting that you are sorry and then leave.
b. Inform your supervisor that you do not feel qualified for this assignment.
c. Continue with the assignment and hope for the best. d. There is no problem because there are no assignments for which you are not qualified to interpret.

c. Help the D/deaf student pass the class. d. Coordinate activities for the interpreters in the school building.
Ethics and Role
9. You are interpreting during a test for a D/deaf student. Midway through the test, The student asks for explanations on some of the questions interpreted earlier. What should you do?
a. Explain the question in language familiar to the student. b. Help the student by rewriting the question. c. Tell the student you can't talk during a test.
d. Tell the student to refer the question to the teacher.

a. Share that the student's lack of communication skills seems to be creating a dependence on you.
b. Invite a D/deaf adult from the community to come to the meeting. c. Recommend that the school send the child to the residential school for the deaf. d. Set up some sign language classes for the student body.
X. Bibliography
Bolton, Robert. 1979. Peovle Skills. Englewood Cliffs, NJ Prentice Hall, Inc. Bowe, Frank. 1991. A~vroachine Eaualitv: Education of the Deaf. Silver Spring, MD. T.J. Publishers. Brewer, Charleen and Ilene Weiss. May, 1992. "Participation on the Individualized Education Plan Team or Should I 'Sign' the IEP?" The RID Views. Silver Spring, MD, RID, Inc. Butlet, Pamela. 1981. Talking: to Yourself: Learning: the Language of Self Suvvort. San Francisco. Harper & Row. Carlson, Rebecca H. 1984. "The Code of Ethics: Some Interpretations." Oral Intervreting. Edited by Winifred Northcott, Ph.D. Baltimore, MD. University Park Press. Covey, Steven. 1989. The Seven Habits of Highly Effective People. New York, Simon and Schuster. Fant, Lou. 1990. Silver Threads: A Personal Look at the First Twenty-five Years of the Registry of Interpreters for the Deaf. Silver Spring, MD. RID Publications. Fisher, Roger and William Ury. 1981. Getting to Yes. New York, Penguin Books. Frishberg, Nancy. 1986. Intermetine: An Introduction. Silver Spring, MD. RID Publications. Fritsch Rudser, Steven. 1986. "The RID Code of Ethics, Confidentiality, and Supervision." M. McIntire, Ed. Journal of Interpretation. Silver Spring, MD. RID Publications. Gish, Sandra. 1990. Ethics and Decision Makine for Interpreters in Health Care Settings: A Student Manual. Mpls./St. Paul, MN. College of St. Catherine.
Ethics and Role
Humphrey, Janice and Bob Alcorn. 1995. So You Want To Be An Interpreter? An Introduction to Sien Laneuaee Inter Salem, OR. Sign Enhancers. Kansas Guidelines for Educational Intervreters. 1995. Complied by: Commissioners Educational Interpreter Advisory Committee and Kansas State Board of Education, in collaboration with Kansas Commission for the Deaf and Hard of Hearing. Topeka, Kansas. Kraft, B.S. 1984 "Ethics and role in a cultural context." M. McIntire (Ed.), Proceedings of the Eiehth National Convention istrv of Intervreters for the Deaf. Silver Spring, MD. RID Publications. McIntire. Marina L. Editor. 1985. Intervretine: The Art of Cross Cultural Mediation. Silver Spring, MD. RID Publications. McIntire, Marina L. Editor. 1987. Journal of Interpretation. Silver Spring, MD. RID Publications. Morgan, S. and R. Carlson. 1980. "Creative Problem-solving for Interpreters." M. McIntire (Ed.). Century of Deaf Awareness, Proceedings of the 1980 RID Convention. Silver Spring, MD. RID Publications. National Interpreter Education Project. 1990. The Professional Develovment Endorsement Svstem for Educational Intervreters. Winsted, CT. Northwestern Connecticut Community Technical College. Northwestern Connecticut Community Technical College. 1992. Modules on Educational Interpreting. CT. Northwestern Connecticut Community Technical College. Padden, C. and T. Humphries. 1988. Deaf in America: Voices From a Culture. Cambridge, MA. Harvard University Press. Patrie, Carol. 1993. "A Confluence of Diverse Relationships: Interpreter Education and Educational Interpreting."
Proceedings of the 1993 Rid Convention. Keynote presentation. Silver Spring, MD. RID, Inc. Philip, M.J. 1986. "Comparative Deaf and Hearing Cultures." M. McIntire (Ed.), New Dimensions in Interpreter Education: Curriculum and Instruction. Silver Spring, MD. RID Publications.
The RID Views. December 1993. Silver Spring, MD. RID, Inc. The RID Views. November 1994. Silver Spring, MD. RID, Inc. The RID Views. February 1993. Silver Spring, MD. RID, Inc. The RID Views. March 1996. Silver Spring, MD. RID, Inc.
Schiebe, Karen and Jack Hoza. 1986. "Throw It Out the Window! (The Code of Ethics? We Don't Use that Here!) Guidelines for Educational Interpreters." Interpreting the Art of Cross-Cultural Mediation. Proceedings of the Ninth National Convention of the RID. Silver Spring, MD. RID, Inc. Schiebe, K. 1986. "Creative Problem Solving." M. McIntire (Ed.) New Dimensions in Interpreter Education: Curriculum and Instruction. Silver Spring, MD. RID Publications. Solow, Sharon Neumann. 1981. Sign Language Interpreting: A Basic Resource Book. Silver Spring, MD. NAD Publications. Stuckless, E. Ross, Joseph Aver, and T. Alan Hurwitz, eds. 1989. Educational Interpreting for Deaf Students: Report of the National Task force on Educational Interpreting. Rochester, New York, National Technical Institute for the Deaf at Rochester Institute of Technology. Tannen, Deborah. 1986. That's Not What I Meant! How Conversational Style Makes or Breaks your Relationships. New York, William Morrow.
Ethics and Role
Winston, Elizabeth. 1993. "Interpreting in the Classroom: Providing Accessibility or Creating New Barriers." Johnson County Community College. (Notebook and videotape). Winston, Elizabeth. 1992. "Mainstream Interpreting: Analysis of the Task," The 8th Annual Conference of Interpreter Trainers Proceedines. Laurie Swabey, editor. Wolf, Jackie. 1988. "Educational Interpreting in Elementary Schools." A Handbook for Educational Interpreters. Overland Park, Kansas, Johnson Community College.
Videotapes:
Educational Interpreting in Public School Svstems: Principles and Practices. University of Tennessee, Knoxville. April, 1992. Videotaped Teleconference. Educational Interpreting: A Practical Approach [Consumer Awareness, Rights and Responsibilities Series). Rochester, New York, Rochester Institute of Technology. Interpreters on Interpreting: :Ethical Standards and Behavior. Maryland, Sign Media. Sanderson, Gary. Overuse Syndrome. Maryland, Sign Media. Sanderson, Gary. Re etitive Motion Iniurv. Johnson County Community College, May 1991. Teleconference. Solow, Sharon Neuman. Interpreter Role and Ethics. Waubonsee Community College, March 1990. Videotaped Teleconference

MRID Self Paced Modules - Ethics and Role

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MRID Self Paced Modules - Ethics and Role

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Minnesota Registry of Interpreters for the Deaf

Self-Paced Modules for Educational Interpreter Skill Development

lime mm......1.1.1.....1mIIIIIIImIIIIIIIIIIIIIImImIIImImIIImIIIIImmm 7 1K Pre-Te~t...........................................~~~~.~~ 8 K Overview and Activities

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MRID Educational Interpreter Grant Project

I Goals and Objectives

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 2996

MRID Educational Interpreter Grant Project

1 , Equipment and Materials 1

Introduction by Nancy Frishberg.

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

3. Interpreters should refrain from accepting assignments that:

a. Dress in neutral colors.

c. Wear whatever you are most comfortable in.

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

a. Protect the D/deaf student.

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

d. Set up some sign language classes for the student body.

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Write a short paragraph answering each of the following questions:

13. When was the RID Code of Ethics created?

14. Who does the RID Code of Ethics protect? How?

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

K Overview and Activities

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

5, The RID Code of Ethics

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

MRID Educational Interpreter Grant Project

Boinis, Gajewski Mickelson, Gordon, Krouse, Swabey, 1996

Ethics and Role

C, The Role of the Educational Interpreter

lime mm......1.1.1.....1mIIIIIIImIIIIIIIIIIIIIImImIIImImIIImIIIIImmm 7 1K Pre-Te~t...........................................~~. 8 K Overview and Activities