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.
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
As an interpreter, you are part of the accommodations provided to a deaf or hard of hearing. However, in order for an interpretation to be effective, it is imperative to take in all of the context of the situation, the discourse, and the consumers that you can. An important aspect of this is considering the different facets of one's identity and additional disabilities. These are especially important in a classroom setting where a child's access to education is at stake. This means that it is especially important that school interpreters take into account the entirety of the student. I may work with students with additional disabilities such as being DeafBlind or deaf with a learning disability. The resources below act as a starting point where I can find support when I need to learn more about a disability or the best approach when working with a student with an additional disability.
Helen Keller National Center for DeafBlind Youths and Adults
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The Helen Keller Services for the Blind has a mission of improving the lives of DeafBlind people across the country. This organization provides a lot of valuable information about working with people who are DeafBlind. Their resource center has a range of topics that include articles about assistive technology, communication tips, and more. They also offer training in webinar or module form, as well as a hub for the Helen Keller National Center’s research on accessible technology, communication, and more (Helen Keller, n.d).
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This resource is valuable because it provides a great introduction to the accommodations and access that will support DeafBlind people to be successful in a society full of barriers. For educators, this resource can provide a lot of education if they are supporting the academic journey of a DeafBlind student for the first time. While the services aren’t all specifically geared toward children, I think it is a comprehensive resource that can provide an overview of the best ways to support DeafBlind people that can be applied to students. As a future practitioner, I can rely on this organization and its resources to keep up to date with current research, communication best practices, and accessible technology. I can apply what I learn from the Helen Keller National Center’s website to better support DeafBlind students that I could work with in the classroom one day (Helen Keller, n.d.).
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National Cued Speech Association
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The National Cued Speech Association’s mission is to support the literacy of deaf children through their communication method of Cued Speech transliteration. Cued Speech was created in the '60s as a way to visually represent spoken language. It uses handshapes (some that are not used in ASL), hand placement, and hand movement to represent the phonemic information of English. It should be explicitly stated that Cued Speech is not a language in itself, but rather a system to visually represent English. It can be a tool used to support deaf students in making sure their literacy is appropriate for their age and grade level. Cued Speech is met with mixed opinions in the Deaf community as it is not a replacement for accessible language, such as ASL. Additionally, it is sometimes seen by members of the Deaf community as another way that hearing people and English users are trying to erase ASL and Deaf culture (National Cued Speech, n.d.).
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Although it is not a perfect system and is not used in all areas of the country, it can still be a valuable resource that can be used to support the literacy of deaf students. I was made aware of it and took a class while I was living in the DC metro area, which is an area of the country where it was created and is more widely used. This can be a tool that educators can use if literacy support is needed in the classroom and as an interpreter, it is possible that I will encounter Cued Speech at some point. Additionally, Cued Speech is available in many different languages, so it can be used to support deaf students in learning foreign languages as that is often a requirement for graduation. It could be used as an adaptation to make coursework more accessible to a student. Having an awareness of this system can be useful in the future if a student’s IEP requires it or if drawing from some of its strategies can help provide access for the students I work with (National Cued Speech, n.d.).
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LD OnLine is an organization that is funded through the NEA and aims to provide information and support for educators and parents of children with learning disabilities and ADHD. They provide recommendations for accommodations for students who have already been diagnosed with a learning disability. They also have signs and behaviors for parents and educators to look for if they suspect testing for a diagnosis is needed. They have resources specifically for educators and families and provide a wide variety of potential resources and discussion points for all involved in the effort of building a successful academic journey for a student (LD Online, n.d.). ​
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This resource is valuable for educators and families who have limited experience with learning disabilities. As a future interpreter, it is very likely that I will work with a deaf student who also experiences a learning disability. Having an awareness of additional ways that they can be supported in the classroom will help me better inform my interpretations so that they are beneficial and accessible to the student. If I have a better understanding of learning disabilities as I get ready to step into the classroom, I will be a better-prepared practitioner to do what I can to support the students (LD Online, n.d.).
These resources remind me that an important part of interpreting is considering all of the different parts that make up a person and how those parts can impact their experience and perspectives in the moment that is being interpreted. This is an especially important consideration when working with students who may have additional disabilities. To be an effective school interpreter, I will need to adjust my approach to the work depending on each student and their needs. These resources are just a small representation of the needs that the students I work with may have. I look forward to continuing to add to these resources as I expand my knowledge of how best to tailor my approach for the diverse variety of students I will encounter throughout my career. This section contributes to the demonstration of the 2nd SIS competency as it shows awareness of the diverse students I will work with and the ability to find resources to support the approaches to my practice that will most benefit the students as I consider who they are individually and what their needs may be. ​
Child & Language Development
Healthy child development is a very important part of a child's time in school. The goal of public education is to make educated and capable citizens who can move into post-secondary education or the career field with success. Schools provide safe places for children to meet development benchmarks such as language milestones, social and emotional milestones, physical milestones, and cognitive milestones. The resources below provide a starting place for me as I begin to consider the school interpreter's role in monitoring and supporting a child's development milestones. The data and research available in the resources below are very helpful to me as they provide a baseline for typical development. Having this baseline will be valuable as I prepare to work with children at different points in their development. ​
The CDC on Childhood Development
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This resource is a conglomeration of resources and data from the CDC about child development milestones and how to support a child in reaching them. It breaks things down by age group to make it easy to find information. The CDC is a trustworthy source because they are the government’s national public health organization that has received funding to research and publish recommendations for healthy living. Parents are able to use this resource to learn about how their children should be growing and ways to promote their healthy development. Teachers and other educational professionals can utilize these resources to help them understand what behaviors and skills the students in their schools should be exhibiting. They can also use the research provided by the CDC to support IEP planning and as evidence when discussing these things with the parents (U.S., n.d.).
For me as a future interpreter, it is helpful because it adds to my schema of what to expect from the students I work with and what is considered “typical” in child development. As a future interpreter with very limited experience with children in a role where I've taken note of their language and overall development, the resources compiled by the CDC are extremely helpful. They help me to build an understanding of a baseline of what to expect for development milestones. Of course, not every child is going to match the typical development phases, but being aware of what research suggests will help me be cognizant of these things for IEP purposes if needed (U.S., n.d.).
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Language First- Resources for Parents and Caregivers of Deaf Children
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Language First is an organization that promotes language acquisition for deaf and hard of hearing children. They spread awareness for a bilingual and bicultural approach to education for deaf and hard of hearing children. Their website has many resources for parents/caregivers, education professionals, and other professionals who work with this population. They highlight their approach with handouts, webinars, self-paced courses, and collections of videos of Deaf language models signing common phrases for parents and signing ASL stories for kids. This resource is meant for educators and parents who aren’t as familiar with Deaf culture and may be working with a deaf child for the first time (Language, n.d.).
This resource is helpful because it emphasizes the importance of language acquisition opportunities for deaf and hard of hearing kids. This can be a beneficial resource that I can use to find ways to support a student that I am working with and provide them with opportunities to have access to things like signed stories. It could also be beneficial to share with parents and other education team members as a way to do some light educating and advocating (when appropriate) for a bi-bi educational approach to the IEP. I can see myself utilizing this resource as a way to keep myself updated with best practices for deaf and hard of hearing kids to support them in their language development (Language, n.d.).
American Speech-Language-Hearing Association (ASHA)
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ASHA's resources related to child development are incredibly helpful. They also provide communication and language milestones based on age groups. ASHA is the professional credentialing association for professionals such as Audiologists and Speech-Language Pathologists. This is another resource that will be helpful in remaining knowledgeable of age-appropriate developmental milestones that kids go through (American Speech, n.d.).
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Similarly to the CDC resource, this information provides me with the opportunity to build out my schema. As I mentioned, I have little experience with kids where I would be paying attention to their language and communication milestones so having reliable data and information like that provided by ASHA helps me become more informed. If I have any questions related to a student’s communication and language development, I can reference this website as a guide to check for what I should be seeing in the student. Then, I can be more aware of how my role can impact their skill development (American Speech, n.d).
After completing this section, I have a better understanding of what research has shown to be the typical milestones of speech and language development. Each child that I work with will have their own needs as they reach those milestones, but being aware of the research and data will help me recognize how my interactions with them can provide support as they reach those benchmarks. This awareness will also allow me to be able to notice if many milestones aren't being reached. Then, I can let the education team know and the team can start discussions about other supports or accommodations that may need to be provided so that those milestones can be reached. Additionally, these resources will help me to be sure that my interpretations are generally appropriate for the age group that I am working with. They give me a sense of how I may need to modify my language use so that it is fitting developmentally.
Completion of this section shows progress toward the 2nd SIS competency's knowledge requirement as these are resources that I will continue to rely on to inform my approach to interpreting at the different age levels. School interpreters do not interpret for 3rd graders the same way they would for high school juniors. Understanding the different developmental needs of students across the different grade levels I may work in is essential for me to create clear and meaningful interpretations and provide equitable access to their education. ​
Deaf Education
Educational interpreters often find themselves in unique positions within the public school system. In some communities, the interpreter may be one of the only people hearing staff members and the deaf student who is knowledgeable in Deaf culture and ASL. While it is always best to connect these people to the local Deaf community, there may be times when giving them online resources would be appropriate. Some resources listed below are better suited for members of the educational team while others can be of support to hearing families of deaf students as well.
​American Society for Deaf Children
The American Society for Deaf Children (ASDC) was founded by parents of deaf children to support other parents of deaf children. It now exists as a non-profit that provides information and resources for parents and educators of deaf children. They believe in the power of knowledge when parents and educators are making decisions about how to educate deaf children. Their website provides a lot of resources for these groups in IEP management, online ASL classes, workshops, and state-specific resource lists. This website can provide parents and teachers with holistic information about the different approaches available in deaf education. Educational interpreters may find themselves in a position where hearing parents and teachers look to them for guidance about Deaf education. While the best-case scenario would be to connect them with a Deaf adult, the ASDC is a good resource to point them to. Additionally, as interpreters, it is valuable to understand all of the different options available for deaf students in the public school system. That way, as each deaf student will have their individual needs and preferences, we can be more prepared to support their communication access (American Society, n.d).
Communication Service for the Deaf (CSD) created a subsidiary called CSD Learns. It is dedicated to providing tools for STEM education for Deaf students. While its current resources are somewhat limited, there are workshops available and toolkits that feature Deaf signers discussing various topics such as Earth science and finance. These resources are made for teachers with deaf or hard-of-hearing students to use as a supplement to their coursework, but parents could also access this information and use it for extra studying at home. Additionally, interpreters can use this resource as a way to build vocabulary in STEM subjects as the videos were developed and presented by Deaf people (CSD, n.d.).
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Gallaudet University’s Laurent Clerc National Deaf Education Center
The Clerc Center actively researches deaf education. They use their data to provide resources and training for parents and educators of deaf children. They also have youth programming that kids around the nation can take part in to improve their skills and be immersed in Deaf culture. This resource is important for educators and parents to be aware of because their research and programming help deaf children become more secure in their deaf identities. Interpreters can also use the data and research provided by the Clerc Center to keep up to date with the most recent findings in the field of deaf education (Gallaudet, n.d.).
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Hands & Voices (and all of their chapters around the country) is an organization that provides resources for families with deaf children. Generally, it is a great resource that interpreters can provide if they encounter struggling hearing families with deaf children. Hands & Voices provides educational materials in a non-biased way so that families can make informed decisions. They even provide a service that places families with a mentor to walk with them along the decision-making process (Hands & Voices, n.d.).
The educational resources have a plethora of information that includes guides about accessible technology, perspectives from deaf students and their families, and especially useful, responses to things that might come up in IEP meetings and how the law supports the response. As interpreters, this resource can help us not only soak up different perspectives and options in deaf education but can also benefit teachers, parents, administrators, etc. In my personal development, I will be referencing Hands & Voices often to deepen my understanding of deaf education (Hands & Voices, n.d.).
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National Deaf Center on Postsecondary Outcomes
This organization provides resources for students, educators, and community members to improve the high school and college experiences for deaf and hard-of-hearing students. In particular, they provide recent research and data that show the current state of deaf education and suggestions for improvement. This can be beneficial for practitioners as a hub to quickly keep up to date with some recent research and how the data suggests the system evolves. This information can also benefit teachers and administrators as they try to find the best accommodations and support for deaf students in their classrooms. It provides another perspective that can strengthen the decision-making that occurs in each individual deaf student's education plan (National Deaf Center, n.d.).
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When it comes to resources about deaf education, the best place to go for support is for deaf educators in the community. However, realistically, as interpreters, we will likely face situations where we are expected to provide resources and support for hearing families and administrators. Having options that are informative and show multiple perspectives from Deaf people, deaf educators, and families who have lived experience is a good start to providing that support. Through searching for these resources, I learned how it is important to find organizations that provide educational resources in a non-biased approach. There are many different ways that deaf children can be educated and the best approach can only be determined individually. As an interpreter, these resources also provide me with the opportunity to stay current with best practices in deaf education so that I can implement them into my practice. ​​
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This section aids in the demonstration of the first and second School Interpreting Series competencies. It assists in my understanding of the impact of different educational methods for deaf children as well as a foundation to begin to understand the experiences and interactions of deaf and hard-of-hearing students within the education system. Additionally, it acts as an introduction to the different stages of child development and how a deaf student's needs change from early education to post-secondary education. I look forward to continuing to develop my understanding of these competencies and building my knowledge of the best practices in deaf education through the use of these resources as I work toward becoming a school practitioner.
Education
Education
To be an effective practitioner in the K-12 setting, an interpreter must have a deep and comprehensive understanding of the system in which they work. In the public school system, there are many layers that impact a student's access and quality of education. At the highest level, there are laws and systems that are in place nationwide. These include the Individuals with Disabilities Education Act (IDEA) and Common Core State Standards (CCSS). Narrowing it down a little further, there are statewide systems that provide support and administration to the school districts within that state.
As a Washington state resident who plans to work within the state after graduation, being aware of the specific policies and protocols established in my state is important. The Washington State Office of Superintendent of Public Instruction provides the opportunity to see how the public school system works in my home state. Finally, my local school district, Seattle Public Schools, provides the final layer. By keeping up to date with Seattle Public Schools, I am able to remain current in my understanding of the public school system that is local to me.
Individuals with Disabilities Education Act (IDEA)
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With its most recent amendment passed in 2004, the IDEA laws set the standard for educating children with disabilities. It mandates Free Appropriate Public Education (FAPE), Individualized Education Program (IEP), and Least Restrictive Environment (LRE) requirements. 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 are given proper access and accommodations. This ensures that all students are allowed to receive a free and quality public education (United States Department of Education [USDE], n.d.).
This website is a valuable asset for administrators, educators, parents, and interpreters. It not only has copies of the actual law itself available to read but also has specific resources for parents, educators, and new data that comes from reports that are 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. As educational interpreters, we can often find ourselves in the role of an advocate for the deaf students we serve. We must have a solid understanding of IDEA so that if necessary, we can advocate for its requirements in the classroom. With knowledge of these regulations, we can make sure that the deaf students in our schools have every opportunity to have an accessible education (USDE, n.d.).
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Released in 2010, the Common Core State Standards (CCSS) set out to standardize public education across the United States. They were created with the goal of providing all students in public schools with a K-12 education that prepares them for higher education or the workforce. The standards are meant to inform and guide educator’s decisions about what needs to be taught while allowing teachers the flexibility to continue to create their own lessons to achieve the standards. The website provides a place where educators, parents, and interpreters can read the standards and learn more about the research and process used to develop the standards. Teachers can access the standards to assist in their lesson planning and parents can get a better understanding of what goals and benchmarks their child should be reaching at different grade levels (Common Core, n.d.).
Adopted in 41 states and the District of Columbia, it is imperative that K-12 interpreters keep up to date with educational standards. The CCSS will also guide interpreters to make decisions during the interpreting process that will impact the effectiveness of the product. For example, interpreters are always considering what the goals are of their consumers. When a teacher provides the interpreter with the specific standards that are going to be addressed in each lesson, the interpreter will have a clearer picture overall of the teacher’s goals. This will help interpreters to better understand, organize, and emphasize the content of the lesson, thus creating a more effective interpretation for deaf students (Common Core, n.d.).
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Washington State Office of Superintendent of Public Instruction
As a Washington state resident, it is very likely that I will begin my career in a Washington state school district. With that in mind, it is important for me to find local resources to support me in my professional understanding and development. One such resource is the website of the Washington Office of Superintendent of Public Instruction (OSPI). The OSPI is the agency that is tasked with overseeing the operations of all of the public schools in Washington state. Because of that, their website provides information and resources that can be helpful for district leaders, educators, and parents across the state of Washington. It has a wealth of information that includes support for teachers and paraeducators, principals, and district administration. Guides for teacher certification, grants management, policies and funding, graduation requirements, and more are collected for use by educators and parents throughout Washington state (Washington State Office of Superintendent of Public Instruction [WA OSPI], n.d.).
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Educational interpreters, specifically, must understand the systems in which they work. The more context they are provided the better informed their interpretations can be. The OSPI is a place where interpreters can learn about Washington state public school systems on a broader, state-wide level (WA OSPI, n.d.).
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Narrowing resources down even further, Seattle Public Schools (SPS) is the school district I would like to work in after I graduate. Their website is an information hub for all things SPS-related. It links to the student/family portal, which gives families access to apps and technology to stay connected to the school district and their student’s learning. It also houses important information to guide families through the school year such as lunch menus, school closure calendars, enrollment and extracurricular activities information, bus schedules, and more. Teachers and school staff can access this information as well. It is an important place where all SPS stakeholders can get current information about the district (Seattle Public Schools [SPS], n.d.).
As a future educational interpreter who is hoping to work in the district, this is an important resource so I can keep up to date with the school district’s happenings and be informed about the current initiatives and challenges. As I get closer to graduation, I will also be able to use this website to look for future employment (SPS, n.d.).
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​​When looking at these resources, a broad picture of the multi-layered educational system can be seen. Each layer represents systems in place nationally, within the state, and locally. Looking at the national resources, there is important information about the goals and rights of students in public schools. An understanding of the laws that impact the students we work with (IDEA) and the benchmarks they must reach (Common Core) is necessary when working in the system as a K-12 school interpreter. This ensures an effective and accessible interpretation product. This information is also useful if we, as school interpreters, are put into the role of advocate for the students we work with. For example, if a school is violating IDEA, I would be able to use my knowledge and resources from the website to advocate for the student's accessibility.
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As a resident of Washington State, it is highly likely that I will start my career here. The awareness and knowledge of the oversight and services provided by the Washington State Office of Superintendent of Public Instruction (OSPI) can be very useful in the role of an educational interpreter. This second layer of the system creates an overview of the state's role in the student's education. An understanding of this layer gives the interpreter an even clearer vision of how the system works in their home state. By keeping up with the school system on the state level, I will have a solid working knowledge of the initiatives led by the state that will impact the district that I work in one day.
At the local level, the final layer is the school district that serves my city. The first place I go in my job search post-graduation will be Seattle Public Schools. I often visit their website to keep up to date with their school board, new policies being implemented, and the Deaf and Hard of Hearing programming. I keep myself educated because I vote for school board members in local elections and can see the impacts of policy changes in my community. Continued awareness of the school system on the local level will better prepare me to work in the classrooms in my city.
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Completion of this section contributes to the demonstration of the first School Interpreting Series Competency. These resources support me in my learning about the school system as a whole as I begin to consider how the role of a school interpreter fits into it all. Additionally, I am able to learn about the system at each layer (national, state, and local) and examine how activity at each level impacts the classrooms I will work in and the students I will work with. Keeping up with the changes and updates in the system will make me a better-informed and more effective practitioner.
Overarching Reflection
Fall 2024: In the role of an interpreter, you never stop learning. My learning journey will not be done when I graduate from the program; really, it will just be getting started. As a future school interpreter, my commitment to life-long learning is even more important because the work that I produce will impact a child's access to their education. This page has taught me that while the school system and all of the things that need to be considered as a school interpreter (laws, state standards, best practices in deaf education, etc) can be overwhelming at times, there are a plethora of resources available to guide me and deepen my understanding. Before completing this page, I had some basic knowledge about these different areas, but nothing was too in-depth. By finding these resources and adding them to my list, I have been able to learn so much about these categories and how they impact not only the students but also my work as an interpreter. From very early on in my journey to becoming an interpreter I have known and established that interpreting is not just taking the English I hear and signing word-for-word and sign-for-sign. This page is a representation of all of the things that I need to be aware of as I produce the interpretation. The school system has many layers and an intimate knowledge of these layers will help me create more effective access for the students I work with. For example, a student I am working with has an IEP that was made possible for him through IDEA, a law that I discuss in the education section of this page. On this IEP, it is determined that the student is not meeting the state standards (included in the education section of this page) in English class. These standards are ones that I would be aware of as they are goals for the classroom each day. Upon further investigation, it is determined that this student has not been reaching developmental or linguistic milestones that are appropriate for his age. These milestones are included in the child development section of the page. Then, the team needs to decide how to move forward and whether or not his IEP needs to be adjusted. At this time, the team can consult resources like those found in the deaf education section or the adaptation and accessibility section. All of these layers come together to be considerations that the interpreter must make when producing an interpretation for that student. This page gives me a jumping-off point of where I can first look when I need them and through building it, I have grown a better appreciation of all of the parts of the school system and experience for deaf and hard of hearing students that impact an interpretation.
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This page represents my competencies in the 1st and 2nd SIS categories. Resources included give me an idea of the structure of the education system through the laws that have historically established requirements and shaped the system while also preparing me for the state of the system I will step into upon my graduation. Additionally, other resources help me to see the student as an individual. My awareness of different disabilities and important development milestones has improved which will aid in my journey as I work to make my interpreting as effective as possible for the students I work with. This page is one that I know I will often return to when I need to grow my schema or continue my learning in any of these subjects. I look forward to the potential evolution of this page as I continue to unpack all of the layers of the school system and how they interact with each other.
References
American Society for Deaf Children. (n.d.). https://deafchildren.org/
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American Speech-Language-Hearing Association. (n.d.). Developmental norms for speech and language. https://www.asha.org/slp/schools/prof-
consult/norms/?srsltid=AfmBOoo4c0ddwI2FHpe9DfS0YivdiJfZhJzs4QqzBJhWZEuBi6eM8tuZ
Common Core State Standards Initiative. (n.d). https://www.thecorestandards.org/
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CSD Learns. (n.d.). https://csdlearns.com/
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Hands & Voices. (n.d.). https://handsandvoices.org/
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Helen Keller National Center. (n.d.) https://www.helenkeller.org/hknc/
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Language First. (n.d.). Resources for parents and caregivers of deaf children. https://language1st.org/parent-resources
Laurent Clerc National Deaf Education Center. (n.d.). National Resources. Gallaudet University. https://gallaudet.edu/clerc-center/national-resources/
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LD Online. (n.d.). https://www.ldonline.org/
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National Cued Speech Association. (n.d.). cuedspeech.org
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National Deaf Center on Postsecondary Outcomes. (n.d). https://nationaldeafcenter.org/
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OpenAI. (2025). Images generated by ChatGPT [AI-generated image]. Not publicly available.
Seattle Public Schools. (n.d.). Seattle Public Schools. https://www.seattleschools.org/
United States Department of Education. (n.d.). Individuals with disabilities education act. https://sites.ed.gov/idea/
U.S. Centers for Disease Control and Prevention (n.d.). Child development. https://www.cdc.gov/child-development/index.html
Washington Office of Superintendent of Public Instruction (n.d.). https://ospi.k12.wa.us/
Good work Megan,
Well written throughout. I appreciate your reflection and consistency with the flow of information. Keep up the good work!