Resource Library
This Resource Library webpage demonstrates my investigation of important topics related to U.S. public education (C1) and aspects of child development (C2). My knowledge is demonstrated through the selection of resources as well as understanding the support these resources provide to school interpreters, educational professionals, families, and deaf and hard of hearing students.
Additionally, I investigated resources that support interpreters and their professional development which are compiled on my Professional Development page.
School Interpreting Series (SIS) Standards
SIS Competency 1
Analyze educational laws, state regulations, and school protocols that influence U.S. public educational systems and structures, ultimately impacting deaf and hard of hearing students and the support provided by educational professionals. (Knowledge)
SIS Competency 2
Integrate child and language development knowledge into the educational experiences and interactions of a diverse body of deaf and hard of hearing students across their academic years. (Knowledge, Skill, & Attitude)
This page includes resources for:
This page also includes an overarching reflection and references.
Adaptations & Accommodations
Mandated by the Individuals with Disabilities Education Act (2004), deaf and hard of hearing students must be provided with a free and appropriate public education (FAPE), which, depending on their IEP services, may involve the use of an interpreter. When included, interpreting services function as a related service that supports deaf and hard of hearing students’ access to classroom instruction.
However, for interpretation to be effective, interpreters must consider the context of the discourse, the classroom activity, and the individual student. This includes attending to facets of the student’s identity, their current skills and IEP goals, and any additional disabilities. There may be times when a student’s needs exceed what interpreting services alone can provide. In those cases, the IEP team may determine that additional adaptations or accommodations are necessary to work in tandem with interpreting services to support the student’s education and overall development. The resources below highlight adaptations and accommodations that may be implemented through the IEP process, offering interpreters concrete reference points when collaborating with the educational team to support the whole student.
Helen Keller National Center for DeafBlind Youths and Adults
The Helen Keller National Center for DeafBlind Youths and Adults is dedicated to improving the lives of DeafBlind individuals across the country. The organization provides extensive information and resources related to working with people who are DeafBlind. Its resource center covers a wide range of topics, including assistive technology, communication strategies, and accessibility considerations. The organization also offers professional training through webinars and self-paced modules, as well as access to research focused on accessible technology and communication practices. (Helen Keller National Center, n.d.)
This resource is valuable because it offers a strong introduction to the accommodations and access supports that help DeafBlind individuals navigate a society that often presents significant barriers. For educators and school practitioners, these materials can provide important guidance, especially when supporting a DeafBlind student for the first time. Although the organization’s services are not exclusively for children, the information presented provides a comprehensive overview of best practices applicable in educational settings. School professionals can rely on this organization to stay informed about current research, communication approaches, and accessible technologies that support DeafBlind students’ access to learning.
I included this resource because I can use it to prepare if I am ever assigned to work with a DeafBlind student- something I have not done before. Additionally, I can take the organization's recommendations to the IEP team to better implement supports for the DeafBlind student. For example, if the IEP team is discussing implementing the use of Haptics alongside interpreting services, I can provide information from this resource to guide their decision-making and planning. It serves as a reminder that if I am ever asked to work in a situation that requires me to learn a specific skill set to support my interpreting practice, there are many credible resources available to help.
LD OnLine is an organization funded by WETA that provides information and support to educators and families of children with learning disabilities and ADHD. The organization offers guidance on accommodations for students who have already been identified with a learning disability, as well as information on signs and behaviors that may indicate a need for further evaluation. Resources are organized specifically for educators and families, creating shared points of reference for those involved in supporting a student’s academic journey. (LD OnLine, n.d.)
This resource is especially valuable for educators and families with limited experience supporting students with learning disabilities. The recommendations for adaptations and accommodations can help teams respond to students’ individual learning needs in practical ways. School interpreters are likely to work with deaf and hard of hearing students who also experience learning disabilities, and awareness of these supports can inform interpreting decisions in the classroom. Understanding how students may be supported beyond interpreting services allows interpreters to better align their work with instructional goals and contribute to more accessible learning environments.
Interpreters must consider the whole student when providing interpreting services in the classroom. I can apply the knowledge I have gained about various learning disabilities and how they affect how students experience learning through decision-making in my interpreting practice. Based on a student's individual needs, this could include decisions about pacing, when and how to place emphasis in the interpretation, and linguistic and register choices. I can apply this knowledge when interpreting direct instruction lessons by adjusting the pacing of information more intentionally for students who have processing or attention-related learning disabilities.
National Cued Speech Association
The National Cued Speech Association’s mission is to support the literacy development of deaf children through the use of Cued Speech transliteration. Cued Speech was created in the 1960s as a system for visually representing spoken language. It uses specific handshapes (some of which are not used in ASL), hand placement, and hand movement to represent English phonemes. It is important to note that Cued Speech is not a language itself, but rather a system designed to support access to English and other spoken languages. When used appropriately, it can be a tool to support deaf students in developing age- and grade-appropriate literacy skills. (National Cued Speech Association, n.d.)
Cued Speech is met with mixed perspectives within the Deaf community, as it is not a replacement for a fully accessible language such as ASL. Some members of the Deaf community view its use as another example of hearing-centered approaches that prioritize English over ASL and Deaf culture. (Cheng, 2024)
Although Cued Speech is not universally used and is not without limitations, it can serve as a valuable resource in specific educational contexts. Because Cued Speech is available in multiple languages, it may also help deaf students access foreign-language instruction, which is often a graduation requirement. As a communication system and strategy, it may function as a visual accommodation to support access to coursework. Awareness of Cued Speech can be helpful for school interpreters when it is included in a student’s IEP or when elements of the system can be used to support access in collaboration with the educational team. (National Cued Speech Association, n.d.)
If I determine that a student may benefit from the use of Cued Speech in a specific content area, I can implement Cued Speech principles in my practice, with discussion and collaboration with the IEP team, to represent spoken-language phonemes. This would be understood as a support strategy rather than a substitute for language access. I could see this being especially beneficial in foreign language classes or to provide additional support for a student's literacy development. This could create the opportunity to work closely with a literacy specialist or Teacher of the Deaf for its implementation and to measure its effectiveness.
These resources reinforced for me that effective interpreting requires considering the whole student and how multiple factors, including additional disabilities, can shape access in the classroom. Earlier in my training, I tended to focus primarily on hearing status when considering access needs; this section challenged me to think more critically about how intersecting disabilities can significantly influence interpreting decisions. When working with deaf or hard of hearing students, I will need to draw on resources like these and collaborate with the IEP team to make informed decisions about how I adjust pacing, emphasis, and linguistic choices to meet individual needs. Because my own expertise will not cover every situation, these resources serve as a starting point for identifying gaps and knowing where to seek guidance when supporting deaf or hard of hearing students with more complex profiles (C2).
Prior to completing this section, I already had a strong understanding of common adaptations and accommodations for deaf and hard of hearing students due to the focus of the SIS coursework. This section expanded that foundation by highlighting where additional resources are needed when students present with intersecting needs. Moving forward, I can use resources such as those included in this section to build targeted knowledge and consult with appropriate team members when interpreting for students whose needs extend beyond hearing status alone.
Child & Language Development
As highlighted throughout the Child and Language Development page,
healthy child development is a significant part of students’ experiences in school. Schools serve as critical environments where children develop language, social-emotional, physical, and cognitive skills. This section includes a federal-level resource from the Centers for Disease Control and Prevention (CDC), the national public health organization responsible for monitoring child health and development, along with additional resources focused on the language and development of deaf and hard of hearing children.
It is imperative that school interpreters understand typical developmental milestones. Beyond this, they must develop specialized knowledge of the unique developmental experiences of deaf and hard of hearing students. These resources support interpreters’ professional practice and, when shared appropriately within the educational team, can provide research-based context for collaboration with families and educators.
The CDC on Childhood Development
This resource compiles research and guidance from the CDC related to child development milestones and supports for healthy growth. Developmental expectations are organized by age group, allowing users to quickly reference relevant information. The CDC provides evidence-based data that is widely used across educational and healthcare systems. (Centers for Disease Control and Prevention [CDC], n.d.)
Parents and caregivers can use these materials to better understand developmental milestones and ways to support their children. Educators and school-based professionals may reference CDC guidance to inform IEP discussions, identify expected skills and behaviors, and support communication with families using research-based evidence. For school interpreters, this resource contributes to a foundational understanding of typical development. Although students may not always follow expected patterns, familiarity with developmental benchmarks supports interpreters in making informed, developmentally appropriate linguistic and interpreting choices.
In my practice, I can use the information from this resource to better prepare for IEP meetings. It can help me enter IEP meetings with realistic expectations for interpreting-related goals based on the student’s developmental profile. Then, I can be a more active member of the IEP team as I am ready to contribute goals that are appropriate for the student.
American Speech-Language-Hearing Association (ASHA)
The American Speech-Language-Hearing Association (ASHA) provides age-based guidance on communication and language development that is organized by developmental milestones. As the credentialing organization for audiologists and speech-language pathologists, ASHA serves as an important reference point within school-based service delivery. This information helps school interpreters remain informed about age-appropriate language and communication expectations commonly used by related service providers. (American Speech-Language-Hearing Association [ASHA], n.d.)
Similar to the CDC, ASHA materials contribute to a foundational understanding of child and language development. However, ASHA offers an additional perspective grounded in the clinical and educational work of speech-language professionals. For school interpreters, familiarity with this perspective supports clearer communication and collaboration with IEP team members by strengthening understanding of how other professionals approach language development and assessment. (ASHA, n.d.)
In my practice, I will frequently collaborate with speech-language pathologists and audiologists who serve on IEP teams as related service providers alongside me. This resource provides me with information to better understand the framework they use in their work. Of course, I would defer to the speech-language pathologists and audiologists for their expertise and not use this resource to substitute their professional judgment, but it can provide additional information to inform my understanding of their approaches to the work.
Language First- Resources for Parents and Caregivers of Deaf Children
Language First is an organization that promotes early language acquisition for deaf and hard of hearing children through a bilingual and bicultural approach to education. Its resources are designed for parents, educators, and professionals who may be unfamiliar with Deaf culture or supporting a deaf child for the first time. The website offers handouts, webinars, self-paced courses, and video collections featuring Deaf language models and ASL stories for children, providing accessible examples of language-rich environments. (Language First, n.d.)
For school interpreters, this resource reinforces the importance of consistent and meaningful language exposure for deaf and hard of hearing students. Language First materials can support interpreters in identifying ways to promote access to language-rich experiences, such as shared signed stories, and in collaborating with families and educational teams. When appropriate, these resources may also be shared to support informed discussions about bilingual–bicultural approaches within the IEP process and to align educational practices with research-based recommendations for language development. (Language First, n.d.)
Language First is a comprehensive resource that I know I will rely on as a practitioner. Because these resources are accessible and research-based, I would share them with families who indicate a need for additional information regarding their child’s language and cognitive development, when aligned with the IEP team and the student's goals.
This resource is the official position statement of the National Association of the Deaf (NAD) supporting the cognitive and linguistic development of deaf and hard of hearing children. It provides a comprehensive overview of language deprivation, outlining contributing factors and emphasizing the importance of early access to fully visually accessible language, such as ASL. The NAD asserts that early exposure to visual language reduces the risk of language deprivation as well as associated cognitive and socioemotional delays. (National Association of the Deaf [NAD], 2014)
As a nationally recognized organization, the NAD offers an authoritative Deaf-centered perspective on educational decision-making for deaf and hard of hearing children. This resource outlines strategies to prevent language deprivation, highlights the benefits of bilingual (ASL and English) approaches, and reinforces the necessity of visual access to communication and instruction. For school interpreters, this statement provides critical context that can inform collaboration with educators and families, particularly when supporting discussions about language access and educational planning within the IEP process. (NAD, 2014)
In my practice, I value honoring and promoting Deaf perspectives whenever possible. By bringing this resource to the IEP team during goal setting, I can help ensure that Deaf-centered perspectives are represented, particularly in situations where no Deaf adults are present on the team.
This resource is a joint effort between Gallaudet University’s Laurent Clerc National Deaf Education Center and Boston Children’s Hospital Deaf and Hard of Hearing Program. It is a web-based program consisting of seven modules designed to support professionals working with deaf and hard of hearing children in early intervention. The modules address a range of topics, including identification of hearing loss, available interventions, hearing technology, sign language, and family support. Content is presented in ASL, Spanish, and English, increasing accessibility for multilingual families and professionals. (Laurent Clerc National Deaf Ed Center & DHH Program, Boston Children’s Hospital, n.d.)
This collaboration offers a comprehensive and balanced overview of early intervention pathways, supporting informed decision-making for families and educators navigating these systems for the first time. For school interpreters, familiarity with early intervention resources provides valuable context for understanding students’ language backgrounds and the decisions families may have encountered prior to entering the school system. This awareness supports more informed collaboration with educational teams and families as students work within the K–12 system. (Laurent Clerc National Deaf Ed Center & DHH Program, Boston Children’s Hospital, n.d.)
Rather than informing specific interpreting techniques, this resource supports my practice by expanding my understanding of students’ language histories and the broader systems that influence their educational experiences.
Engaging with the resources in this section strengthened my understanding of typical child and language development milestones and how they inform educational access. In my practice, awareness of developmental benchmarks supports making age-appropriate linguistic and interpreting decisions, while also helping me recognize when developmental patterns may warrant further discussion with the educational team to explore additional supports or accommodations (C2).
Applying this knowledge supports the creation of clear, meaningful interpretations that align with students’ developmental needs and educational goals. Additionally, select resources included here may be shared with families, when appropriate and in collaboration with the IEP team, to support informed conversations about language access and communication while maintaining ethical boundaries and centering Deaf perspectives.
In practice, I apply this knowledge most often when preparing to work with a new student. Rather than relying on assumptions or prior experiences alone, I now approach preparation with greater intentionality by considering developmental context alongside language access. These resources help me better understand where a student is linguistically and developmentally, which allows me to anticipate their language needs and make developmentally appropriate interpreting choices. This preparation supports my readiness to collaborate effectively with the educational team and respond thoughtfully to individual student needs.
Deaf Education
The goal of Deaf education is to provide deaf and hard of hearing students with access to education to ensure safe development socially, academically, and linguistically. School interpreters often find themselves in unique positions within the public school system. In some communities, interpreters may be among the few individuals who regularly interact with both hearing staff and deaf students while also having knowledge of Deaf culture and ASL. While connecting individuals to the local Deaf community is always ideal, there may be situations in which sharing online resources is appropriate. When this occurs, it should be done in collaboration with the educational team and within clear professional boundaries. The resources below provide insight into Deaf education that can support school interpreters and educational teams in meeting the IEP and educational goals of deaf and hard of hearing students.
American Society for Deaf Children
Parents of deaf children founded the American Society for Deaf Children (ASDC) to support other parents of deaf children. It now exists as a non-profit organization that provides guidance and resources for parents and educators of deaf children. ASDC emphasizes the role of knowledge in supporting informed decision-making about deaf education. Their website offers resources related to IEP management, online ASL classes, workshops, and state-specific resource lists, giving families and educators a comprehensive overview of the approaches available within deaf education. (American Society for Deaf Children, n.d.)
School interpreters may find themselves in situations where parents or educators seek additional information about Deaf education. While best practice is to connect families with Deaf adults and Deaf-led organizations, the American Society for Deaf Children can serve as a trusted starting point when sharing information within appropriate professional boundaries. Additionally, understanding the range of educational options available to deaf students helps interpreters provide communication access that is responsive to students’ individual needs and preferences.
This resource supports my understanding of the information families may encounter, which helps me interpret parent–school interactions with greater context and sensitivity. In my practice, I would carefully reference this resource, using it as a starting point for parent questions while also redirecting families toward Deaf-led organizations and Deaf adult perspectives whenever possible.
CSD Learns is a subsidiary of Communication Service for the Deaf (CSD) that focuses on providing STEM education tools for Deaf students. Although the current collection of resources is limited, the platform offers workshops and toolkits featuring Deaf signers presenting topics such as Earth science and finance. These materials are designed to supplement classroom instruction for teachers working with deaf and hard of hearing students, and they may also be used by families to support learning at home. (CSD Learns, n.d.)
For school interpreters, CSD Learns is a valuable resource for building subject-specific vocabulary in STEM content areas. Because the materials are developed and presented by Deaf professionals, they provide interpreters with access to high-quality language models that can inform interpreting choices and support clearer, more accurate access to technical concepts in the classroom.
CSD Learns (and similar resources) provide me with a reliable place to build vocabulary in STEM content when preparing for lessons. This ensures that the lexical choices I use are appropriate and support clear, accurate access to lesson content.
Gallaudet University’s Laurent Clerc National Deaf Education Center
The Laurent Clerc National Deaf Education Center conducts research in deaf education and uses this research to provide resources and training for parents and educators of deaf children. They also offer youth programming that allows students across the country to build skills and engage with Deaf culture. This resource is important for educators and parents because its research and programming support the development of a positive deaf identity. Interpreters can also use data and research from the Clerc Center to stay informed about current findings in deaf education, supporting robust access for deaf and hard of hearing students in the classroom. (Laurent Clerc National Deaf Education Center, n.d.)
Deaf education is a historically under-researched area within the overarching field of education. As an interpreter, it is important for me to stay well-informed about new data that could inform evolving best practices. In my practice, I rely on resources from the Clerc Center to stay current with developments in deaf education, ensuring that my interpreting decisions and collaborations with educational teams are informed by up-to-date best practices.
Hands & Voices, along with its chapters across the country, is an organization that provides resources for families of deaf children. Hands & Voices offers educational materials in a non-biased manner so that families can make informed decisions. They also provide a mentoring service that connects families with trained guides to support them through the decision-making process. (Hands & Voices, n.d.)
These educational resources offer a wide range of information, including guidance on accessible technology, perspectives from deaf students and their families, and responses to common issues that may arise during IEP meetings, including how educational law supports those responses. For school interpreters, this resource can support a broader understanding of perspectives and options in deaf education, while also serving as a helpful reference for teachers, parents, administrators, and other team members seeking unbiased information. Hands & Voices is a well-respected resource that can help school interpreters deepen their understanding of deaf education and support classroom decisions that reflect field best practices. (Hands & Voices, n.d.)
In my practice, I can refer families or team members to Hands & Voices for unbiased information, while maintaining appropriate professional boundaries. This is especially important when collaborating with the IEP team during discussions about educational options or family decision-making.
National Deaf Center on Postsecondary Outcomes
The National Deaf Center on Postsecondary Outcomes provides resources for students, educators, and community members aimed at improving the high school and college experiences of deaf and hard of hearing students. In particular, the Center offers current research and data on the state of deaf education, along with recommendations for improvement. This resource can benefit practitioners by serving as a centralized source for staying informed about recent research and how data suggests the education system can better support deaf students as they transition into adulthood. (National Deaf Center, n.d.)
This information can also support teachers and administrators as they identify appropriate accommodations and supports for deaf students in their classrooms. By contributing an additional perspective, the National Deaf Center helps strengthen IEP decision-making for individual deaf students. (National Deaf Center, n.d.)
Rather than informing specific interpreting techniques, this resource helps me situate my work within a broader understanding of how educational systems support deaf students into adulthood. I also better understand postsecondary expectations, which supports transition-related discussions during IEP meetings.
When it comes to resources related to Deaf education, the most appropriate place to seek guidance is from Deaf educators and Deaf community members. However, in practice, school interpreters may encounter situations in which they are asked to share resources or provide general information to hearing educators, administrators, and, when appropriate, families. The resources included in this section present multiple perspectives from Deaf individuals, Deaf educators, and families with lived experience and can serve as additional points of support. Through engaging with these resources, I reinforced the importance of relying on organizations that present educational information in a non-biased manner and centering collaboration when considering educational approaches for deaf students (C1).
These resources collectively strengthened my understanding of how different educational approaches can impact deaf children across educational settings and stages of development. I now more clearly recognize that educational decisions made early in a student’s life can have long-term implications, and that students’ needs evolve significantly from early childhood through postsecondary education. This perspective supports a more individualized and responsive approach to access planning (C2).
Whether I work in a school district with a robust deaf and hard of hearing program or as one of the only interpreters in a district, knowledge of Deaf education is essential for supporting effective access to education. These resources inform my understanding of best practices in the field and influence how I approach interpreting decisions such as register, pacing, discourse management, and use of space. When appropriate, they also provide high-quality references that I can share with families and IEP team members to support informed collaboration and shared understanding.
Education
To be an effective practitioner in the K–12 setting, an interpreter must have a comprehensive understanding of the educational system in which they work. Within the public school system, multiple layers influence a student’s access to and quality of education. At the highest level, federal laws and systems shape educational practice nationwide, including the Individuals with Disabilities Education Act (IDEA) and the Common Core State Standards (CCSS). At the state level, additional systems provide guidance, oversight, and support to local school districts.
As a Washington State resident, it is important for me to understand the state-level policies and protocols. The Washington State Office of Superintendent of Public Instruction provides insight into how the public education system operates across the state. At the local level, Seattle Public Schools represents the final layer of this system. By staying informed about district-level policies and practices, I can maintain an up-to-date understanding of the educational context in which I will work. The resources below relate to different levels of the education system and highlight how policy and practice intersect across federal, state, and local contexts.
Individuals with Disabilities Education Act (IDEA)
With its most recent amendment, passed in 2004, the IDEA sets the standard for educating children with disabilities. It mandates Free Appropriate Public Education (FAPE), an Individualized Education Program (IEP), and the Least Restrictive Environment (LRE). Because IDEA is a federal law, all public schools are required to comply with its stipulations. All administrators and educational team members need to be aware of and fully understand IDEA so that students with disabilities receive appropriate access and accommodations. This framework supports all students in receiving a free, high-quality public education. (IDEA, 2004)
This website is a valuable reference for administrators, educators, parents, and interpreters. It not only has copies of the actual law available to read, but also has specific resources for parents, educators, and new data from reports required to be given to Congress annually. Additionally, it has a search function that can locate information and contacts by state if extra support is needed. It is imperative that school interpreters have a solid understanding of IDEA so they can, when necessary, support its implementation in the classroom. With knowledge of these regulations, school interpreters can ensure that deaf students in our schools have every opportunity for an accessible education. (IDEA, 2004)
While this knowledge does not directly guide my daily interpreting decisions, it informs how I understand my role within the educational system, including when to raise questions or seek clarification to ensure students’ legal rights are upheld and how to collaborate effectively with educational teams around access, accommodations, and services.
Released in 2010, the Common Core State Standards (CCSS) were developed to promote greater consistency in public education across the United States and to support a K–12 education that prepares students for postsecondary education or the workforce. The standards guide educators’ decisions about what to teach while allowing flexibility in lesson design. The CCSS website provides a centralized location where educators, parents, and interpreters can review the standards and learn about the research and development process behind them. Teachers can use the standards to support lesson planning, and parents can better understand the goals and benchmarks students are expected to reach at different grade levels. (Common Core, n.d.)
Adopted in 41 states and the District of Columbia, the CCSS make it important for K–12 interpreters to stay informed about educational standards. Familiarity with the standards can inform interpreting decisions by clarifying lesson goals and instructional priorities. When teachers share the specific standards being addressed, interpreters gain a clearer understanding of instructional intent, which supports more intentional organization and emphasis of lesson content during interpretation. (Common Core, n.d.)
In my practice, the CCSS guide my decision-making in direct classroom interpreting. Through collaboration with the classroom teacher and adequate preparation, I can better understand lesson goals in relation to the standards. This allows me to apply interpreting strategies such as emphasis, pacing, discourse mapping, and use of space to ensure that instructional goals are effectively conveyed to deaf students.
Washington State Office of Superintendent of Public Instruction
As a Washington State resident, I will begin my career in a public school district within the state. With this context in mind, it is important to identify local resources that support professional understanding and development. One such resource is the website of the Washington Office of Superintendent of Public Instruction (OSPI). OSPI is the agency tasked with overseeing the operations of all public schools in Washington State. As a result, the OSPI website offers information and resources that support district leaders, educators, and parents across the state. The site provides a wealth of information, including resources for teachers and paraeducators, principals, and district administrators. Guides related to teacher certification, grants management, policies and funding, graduation requirements, and more are available for educators and parents throughout Washington State. (Washington State Office of Superintendent of Public Instruction [WA OSPI], n.d.)
School interpreters, in particular, must understand the educational systems in which they work. The more contextual understanding they have, the more informed their interpreting decisions can be. OSPI offers interpreters insight into Washington State’s public school system at a broader, statewide level. (WA OSPI, n.d.)
Familiarity with OSPI resources helps me better understand how the role of a school interpreter fits within Washington State’s public education system, supporting more informed collaboration with school teams.
The Seattle Public Schools (SPS) website serves as an information hub for all district-related resources. It links to the student and family portal, which provides families access to applications and technology used to stay connected to the district and their student’s learning. The site also houses essential information that guides families through the school year, including lunch menus, school closure calendars, enrollment and extracurricular activity information, transportation schedules, and more. Teachers and school staff can access this information as well, making it a central location for all SPS stakeholders to obtain current, relevant district information. (Seattle Public Schools [SPS], n.d.)
School interpreters must be active members of their school districts and remain informed about district policies, initiatives, and expectations. Knowing where to locate district-specific information and how to use local resources is essential for interpreters to stay connected to their school communities and effectively support students’ access to education. (SPS, n.d.)
To be a responsible and active practitioner, I will remain informed about the topics and issues relevant to my school district. This supports my role as an active practitioner by helping me navigate district systems and stay informed about policies and initiatives that affect students’ access to education.
Looking across these resources, a clear picture of the multi-layered educational system emerges, with interconnected systems operating at the national, state, and local levels. At the national level, resources provide essential guidance regarding students’ rights and educational goals within public schools. Understanding the laws that govern access to education, such as IDEA, and the academic benchmarks students are expected to meet, such as the Common Core State Standards, is essential for school interpreters working in K–12 settings. This knowledge supports the development of effective and accessible interpretations and is particularly important when interpreters are involved in conversations related to student access or advocacy. For example, when a school is not meeting its obligations under IDEA, these resources help interpreters understand the legal framework shaping those concerns and recognize when further discussion with the educational team is warranted. Familiarity with IDEA also ensures that I understand my responsibilities as a related service provider and IEP team member, and that I can carry out those duties appropriately within the school setting.
As a resident of Washington State, I will begin my career within this state’s public education system, making awareness of the Washington Office of Superintendent of Public Instruction especially relevant to my future practice. This layer of the system provides important context for how statewide policies, initiatives, and expectations shape students’ educational experiences. Understanding this level allows school interpreters to better anticipate how state-level decisions influence district practices and classroom implementation. By remaining informed about state-level systems, I can more effectively navigate the educational environments in which I work.
At the local level, the final layer of the system is the school district serving my community. Seattle Public Schools is the district in which I plan to seek employment after graduation, and I regularly engage with district resources to stay informed about policy updates, school board decisions, and programming for deaf and hard of hearing students. This section prompted me to think more critically about my responsibility to remain informed beyond my assigned classroom, recognizing that district-level decisions directly affect students’ access to education. Remaining informed at the district level supports both professional readiness and civic engagement, as local policies directly affect the communities in which students learn. Continued engagement with district-level systems will better prepare me to function effectively within classrooms in my city.
Engaging with these resources has strengthened my understanding of how educational systems operate collectively and how the role of a school interpreter fits within those systems (C1). Together, these materials illustrate how decisions made at the national, state, and local levels interact and ultimately shape students' classroom experiences. This understanding connects directly to the Systems and Collaboration content of this website, particularly the Ecological Systems artifact, and reinforces the importance of remaining attentive to the broader structures that influence educational access.
Prior to compiling these resources, I had only a general sense of the larger systems that would impact my work in the classroom. Exploring these frameworks more intentionally has helped me move beyond surface-level awareness toward a more grounded, practical understanding. While these systems can feel complex and, at times, overwhelming, developing familiarity with them has increased my confidence in navigating my role as a school interpreter and applying this knowledge thoughtfully within educational settings.
Literacy
Because deaf and hard of hearing students enter classrooms with a wide range of language backgrounds, it is imperative for practitioners to understand how to support their developing literacy skills. Regardless of a student’s preferred mode of communication, the ability to read and write is essential for success in today’s world. Literacy skills support achievement throughout the K–12 system and beyond. General education classrooms are not always designed to fully support the literacy development of deaf and hard of hearing students; however, with targeted resources and individualized approaches, there is no reason these students cannot reach their full literacy potential. The resources below highlight several ways literacy development can be supported for deaf and hard of hearing students.
AdLit is a literacy resource created by WETA, a PBS-producing station in Washington, DC, in response to data from the 2019 National Report Card indicating that only 34% of eighth graders were reading and writing at grade level, with even lower outcomes for low-income students, students of color, and students with disabilities. The resource was developed to support literacy development among middle and high school students and includes materials for educators and families, such as teaching strategies, book lists, literacy research, and blogs highlighting current findings in literacy education. (WETA, n.d.)
This resource is valuable for school interpreters because it centers literacy support for diverse learners and acknowledges the varied identities and experiences students bring into the classroom. In school settings, interpreters work with students whose access to learning is shaped by multiple factors beyond hearing status, including cultural background and educational history. Resources that are designed with this diversity in mind can help support more inclusive access to classroom content. (WETA, n.d.)
AdLit is particularly useful because of its focus on middle and high school students, as many literacy resources are geared toward younger learners. School interpreters encounter students with a wide range of literacy skills, and access to age-appropriate materials helps ensure that support remains respectful and motivating. Using resources designed for older students helps keep the focus on growth and skill development rather than perceived deficits. (WETA, n.d.)
In my practice, this resource reinforces the importance of selecting materials that align with both a student’s developmental level and age. AdLit provides examples of how literacy support for older students can be implemented without relying on materials that feel infantilizing, supporting my goal of meeting students where they are while maintaining respect and dignity.
ASL Stories Directory from American Society for Deaf Children
This online resource provides ASL videos of children’s stories paired with English text. Users can search for stories based on a child’s age, time of year, or holiday topic. The resource was created and is maintained by the American Society for Deaf Children. (American Society for Deaf Children, n.d., “ASL stories”)
This resource promotes dual language development in both ASL and English and supports early literacy and language acquisition, particularly for younger children. It offers opportunities for deaf and hard of hearing children to engage with storytelling in ASL and be exposed to cultural elements of Deaf storytelling. The resource is beneficial for teachers, parents, and interpreters, as it can foster interest in reading and shared story experiences. Many classic children’s stories are available in ASL, allowing families to provide visual access to familiar, well-loved texts that can help strengthen family connections and encourage a love of reading. Additionally, this resource can expose deaf and hard of hearing students to a variety of signing styles, which is especially valuable for children who have limited exposure to Deaf signers. (American Society for Deaf Children, n.d., “ASL stories”)
I can use this resource to refine my approach to sight translation by observing how stories are presented visually and linguistically in ASL, and to support student access during literacy activities within classroom settings, as aligned with the education team.
V2L Storybook Labs- Global Digital Library
Created by Motion Light Lab at Gallaudet University, this resource is designed for deaf and hard of hearing readers. It offers a variety of stories presented in ASL storytelling with animations, as well as a page-by-page format paired with English text. Additionally, the platform includes a “learn” mode in which deaf and hard of hearing students can study specific vocabulary and signs. Some stories are also available in international sign languages, increasing accessibility for a broader audience. (Motion Light Lab, n.d.)
This resource supports a bilingual approach by providing materials in both ASL and English, which can help strengthen deaf and hard of hearing students’ skills in both languages. Supporting development in both languages allows these students to make meaningful connections between ASL and English. The platform includes tools that make it accessible to teachers and parents. Its development by Gallaudet University lends credibility to the resource, given the research foundation informing its design. School interpreters may refer teachers or parents to this resource, when appropriate, to support students who need additional practice. As a shared bilingual resource, it can also foster inclusive experiences by allowing deaf and hearing peers to engage with the same stories simultaneously without the need for additional accommodations. (Motion Light Lab, n.d.)
Similar to the ASL Stories Directory, I can use V2L Storybook Labs to observe effective storytelling strategies used by Deaf and native signers. The literacy tools included may also support student access when I am asked to assist with literacy-related activities in collaboration with the educational team.
These resources support the practice of a school interpreter by highlighting multiple approaches to literacy development for deaf or hard of hearing students who may benefit from alternative or supplemental supports. Interpreters can draw on the research and strategies presented to inform classroom interpreting decisions, particularly when working with students who have varied literacy experiences. Previously, I primarily associated literacy support with early childhood instruction; engaging with these resources challenged me to recognize how literacy access remains critical across grade levels. Reading is also an important way for families to connect; however, when language barriers exist, shared literacy experiences can become discouraging. Many of the resources included are available in both ASL and English, creating opportunities for bilingual engagement at school and at home. When deaf and hard of hearing students receive consistent literacy support across settings, they have increased opportunities for academic success and positive identity development (C2).
Students enter classrooms with diverse backgrounds, experiences, and literacy needs, and the current educational system does not always provide adequate literacy support for deaf and hard of hearing students. Engaging with these resources has strengthened my ability to recognize gaps and identify additional strategies to bring to the IEP team to support informed decision-making about services and supports. These materials also reinforce for me the importance of collaboration when addressing literacy development within educational settings (C1). I can use these resources to support IEP goals and to collaborate with the education team when literacy-related support is needed alongside interpreting services.
Overarching Reflection
In the role of an interpreter, learning is ongoing. Graduation from a program does not mark the completion of that learning, but rather the beginning of continued professional growth. For school interpreters, a commitment to lifelong learning is especially important, as the work we produce directly impacts a child’s access to education. As I move from coursework into professional practice, I am becoming more aware of how much of my work is shaped by systems that extend beyond the classroom. Earlier in my training, I tended to focus primarily on in-the-moment interpreting decisions. For example, when preparing for a lesson, my attention was largely on vocabulary and content rather than on how broader factors, such as IEP goals, state standards, or legal requirements, might shape the expectations for that lesson. I underestimated how deeply laws, policies, and educational structures influence access.
Now that I have compiled and engaged with these resources, my approach has shifted. I have come to recognize that while the school system, and the many factors interpreters must consider within it, such as laws, state standards, and best practices in deaf education, can be complex, numerous tools are available to support informed practice. For example, while interpreting in a middle school classroom for a student with documented ADHD, I might notice that he struggles to shift his attention between my interpretation and the teacher’s projected slides, even when I implement discourse management strategies. If the difficulty appears related to visual overwhelm rather than language comprehension, I would revisit LD Online’s guidance on attention-related accommodations, particularly strategies to reduce competing visual input and chunk information. I would bring those observations to the education team and ask how my interpreting can align with the student’s documented supports. After that conversation, I would adjust my approach by pausing slightly before redirecting his gaze and coordinating with the teacher to avoid simultaneous slide changes and spoken instruction. This process reflects a shift from focusing solely on my interpreting techniques to intentionally using external resources to inform my interpretation. I now recognize that interpreting decisions connected to IEP goals or instructional planning require consultation with appropriate team members rather than isolated decision-making. At the same time, I recognize that some interpreting decisions must be made in real time. For example, classroom movement, shifting lines of sight, or adjusting my physical placement to maintain visual access often requires immediate action. In those moments, I rely on my understanding of visual access principles and classroom dynamics to make adjustments that support the deaf or hard of hearing student without disrupting instruction. When placement patterns or access concerns become ongoing, however, I understand the importance of revisiting those decisions collaboratively with the educational team.
This page represents information I must be aware of as I produce interpretations in classroom settings. The educational system comprises multiple layers, and a working understanding of these layers supports creating more effective access for the students I serve. Prior to my work in the SIS courses, I viewed these layers as abstract ideas rather than factors that affect my daily practice. For example, during early observation experiences, I focused primarily on classroom interactions without considering how district policies or state-level guidance influenced service delivery and expectations. Engaging more intentionally with these systems challenged that assumption and helped me recognize how decisions made beyond the classroom directly shape expectations, services, and access within it. Just as interpreters must understand their own role and responsibilities, as well as those of other professionals on the educational team (as explored further on the Roles and Responsibilities page), they must also understand how those roles function within the larger system (for more information, see the Systems and Collaborations page).
Overall, this page demonstrates my developing competencies in the 1st and 2nd SIS competencies. The resources included strengthen my understanding of the educational system through the laws and structures that have historically shaped it, while also preparing me to work within its current framework. Rather than feeling overwhelmed by the scope of these systems, I now approach system-level questions with greater clarity and confidence because I know where to seek information and how to apply it in real situations. For example, if a teacher shows a video in class and asks, “Can’t she just watch the captions?” I recognize that this question intersects with IDEA’s definition of interpreting as a related service. Earlier in my training, I may have felt unsure how to respond or assumed captions were sufficient. Now, I would respond by explaining that captions can certainly support access, but if interpreting services are outlined in her IEP, they are required to ensure full access to both language and instructional intent. If needed, I would reference the IEP language or IDEA guidance to clarify that captions are an accommodation but not a replacement for interpreting. Engaging with these resources has helped me move from passively understanding policies toward more actively applying them to support access and strengthen collaboration.
Going forward, I will intentionally revisit these resources as real situations arise in my practice rather than assuming my initial understanding is sufficient. When questions surface about access, accommodations, or instructional expectations, I will pause, consult the appropriate guidance, and reflect on how those systems shape my interpreting decisions. Continuing to seek reliable sources and ask informed questions positions me to grow into a well-informed member of the school system and a thoughtful contributor to the educational team, rather than simply reacting in the moment.
References
American Society for Deaf Children. (n.d.). American Society for Deaf Children. https://deafchildren.org/
American Society for Deaf Children. (n.d.). ASL stories directory. https://deafchildren.org/knowledge-center/asl-resources/sign-language-stories/
American Speech-Language-Hearing Association. (n.d.). Developmental norms for speech and language. https://www.asha.org/slp/schools/prof-
Centers for Disease Control and Prevention. (n.d.). Child development. https://www.cdc.gov/child-development
Cheng, K. (2024, March 11). Cued speech. Start ASL. https://www.startasl.com/cued-speech/
Common Core State Standards Initiative. (n.d.). Common Core State Standards Initiative. https://www.thecorestandards.org/
CSD Learns. (n.d.). CSD Learns. https://csdlearns.com/
Hands & Voices. (n.d.). Hands & Voices. https://handsandvoices.org/
Helen Keller National Center. (n.d.). Helen Keller National Center. https://www.helenkeller.org/hknc/
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/
Language First. (n.d.). For parents. https://language1st.org/for-parents
Laurent Clerc National Deaf Education Center. (n.d.). National resources. https://clerccenter.gallaudet.edu/resources/
Laurent Clerc National Deaf Education Center & Deaf and Hard of Hearing Program, Boston Children’s Hospital. (n.d.). Setting language in motion: Family supports
and early intervention for babies who are deaf or hard of hearing. https://clerccenter.gallaudet.edu/national-resources/micro-sites/setting-language-in-motion/eng/index.html
LD Online. (n.d.). LD OnLine. https://www.ldonline.org/
Motion Light Lab. (n.d.). VL2 storybook apps. https://vl2storybookapps.com/research
National Association of the Deaf. (2014, June 18). Position statement on early cognitive and language development and education of deaf and hard of hearing
National Cued Speech Association. (n.d.). National Cued Speech Association. https://cuedspeech.org/
National Deaf Center on Postsecondary Outcomes. (n.d.). National Deaf Center on Postsecondary Outcomes. https://nationaldeafcenter.org/
Seattle Public Schools. (n.d.). Seattle Public Schools. https://www.seattleschools.org/
Washington Office of Superintendent of Public Instruction. (n.d.). Washington Office of Superintendent of Public Instruction. https://ospi.k12.wa.us/
WETA. (n.d.). AdLit. https://www.adlit.org/about