Newsfeeds
Sample Scholar capstone project.
Shared with permission.
This Newsfeed webpage includes a summary of a current issue in education (C9), which reflects my knowledge of the intersection between K-12 educational and school interpreting topics.
School Interpreting Series (SIS) Standards
SIS Competency 9
Cultivate an understanding of current educational issues that continually elevate the current practices, interactions, and contributions of a school interpreter as a Related Service Provider on the educational team and within the educational system. (Knowledge & Skill)
The following newsfeeds include short summaries in various communication methods (ASL, spoken English, and written English) where I name the current issue in education, illustrate the issue, and explain how the issue intersects with my role as a school interpreter and others on the educational team.
This page includes newsfeed for:
This page also includes an overarching reflection.
A newsfeed delivers information on specific topics or significant events, typically presenting concise entries that offer an overview of the subject matter. My newsfeed centers on themes pertinent to the Deaf community and educational interpreting. Each entry introduces the topic, summarizes key issues, explores the impact of the issue on the Deaf community, and discusses its relevance to the role of an educational interpreter. Additionally, references for further study are provided following each entry. Staying informed about current events and trends in the field enables interpreters to be better equipped to meet the needs of their clients.
Person-First or Identity-First: Talking About Students with Disabilities
October 2023
The way in which language has been used to talk about disability has evolved over time. A current issue related to cultural competence is how to address disability as it relates identity. Person-first language was first brought into law with the Americans with Disabilities Act (ADA) in 1990 and then the Individuals with Disabilities Education Act (IDEA) in 1997 (Wooldridge, 2023), and has since become the adopted choice of language in legal and academic settings. In contrast, the disability rights community advocates for the use of identity-first language, which places the focus on the disability first (Dunn & Andrews, 2015). Examples of person-first language include “people with disabilities,” or “students who are deaf” (Girardin, 2022, p. 2), and reflect an individual’s sense of self then their disability. Identity-first language focuses on the identity and culture of a person first: “autistic person,” or “deaf student” (Girardin, 2022, p. 2). Some people feel that identity-first is an outdated way of communicating (DC.gov, n.d.), but it comes down to the preference of the individual. Dunn & Andrews (2015) recommend using a mix of both person-first and identity-first language and to ask the person directly which language form they prefer, if that is an available option.
How adults talk about Deaf and hard of hearing (DHH) students is a reflection on their perspective of the student: the pathologic view (medical perspective) that the student is disabled and has a condition that needs to be fixed (person-first), or the cultural view that supports full integration and acceptance of the student as they are (identity-first) (Walker, 2021). For educational teams in a public school setting (classroom teachers, special education teachers, related service providers), using a mix of person-first and identity-first language when working with younger students is appropriate. As students mature, they may express a preference to be addressed using one language type or the other. When that happens, it is important for the student’s educational team to respect the student’s identity preferences. This is something that the team can discuss at the student’s Individualized Education Plan (IEP) meetings which can also include the student and their parents. Self-advocacy can be written into the student’s IEP as a goal with the student’s identity language preferences as a subset of that goal. Educational interpreters who support the student’s preferred identity language demonstrate cultural competence, respect for the consumer, and professionalism as laid out in the Registry of Interpreters for the Deaf's (RID) Code of Professional Conduct (2005) and the National Association of Interpreters in Education's (NAIE) Professional Guidelines for Interpreting in Educational Settings (2019). This awareness stops the use of objectifying language while at the same time affirming and respecting the student’s choices and autonomy.
References
DC.gov. (n.d.). People first language. Office of Disability Rights. https://odr.dc.gov/page/people-first-language
Dunn, D. S, & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability
language. American Psychologist, 70(3), 255-264. https://doi.org/10.1037/a0038636
Girardin, E.G. (2022). Critical analysis of person-first language and identity-first language: A research summary and analysis for interpreting students
[Unpublished essay]. Johns Hopkins University.
National Association of Interpreters in Education. (2019). Professional guidelines for interpreting in educational settings.
https://naiedu.org/wp-content/uploads/2023/01/NAIE-Professional-Standards-and-Guidelines-4.19.pdf
Registry of Interpreters for the Deaf. (2005). NAD-RID code of professional conduct.
https://rid.org/programs/ethics/code-of-professional-conduct/
Walker, N. (2021). Neuroqueer heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities.
Autonomous Press, LLC.
Wooldridge, S. (2023, April 19). Writing respectfully: Person-first and identity-first language. National Institutes of Health.
Deaf Student Diversity
February 2024
Another current issue related to DHH student identity is diversity. Similarly to hearing students, DHH students come from varied races, ethnicities, religions, socioeconomic backgrounds, gender identities, and sexual orientations. Identity markers unique to DHH students include varying hearing levels (ranging from profoundly deaf to hard of hearing), use of sign language and/or spoken language, language proficiency when entering school, educational background (school for the deaf, mainstream public school, or home school), exposure to the Deaf community/access to Deaf role models, use of assistive listening devices, and whether they work with an interpreter for both receptive and expressive needs or choose to voice for themselves (Holcomb, 2023). These are a few examples of factors which influence DHH students’ identity development. It’s also important to note that many DHH students experience intersectionality. This term was originally coined by Kimberlé Crenshaw in 1989 as a means of examining overlapping social identities, specific to race and sex, and how those identities intersect with each other and systems of oppression and discrimination. Rezenet Moges-Riedel connects intersectionality to her personal experience as well as her work as a Deaf culture teacher. She emphasizes the need for teachers to be aware of the diversity in their classrooms, not just by race, but by disability and special needs (National Deaf Center, 2020a; National Deaf Center, 2020b).
While Moges-Riedel (National Deaf Center, 2020b) mentions teachers specifically, it is important that interpreters also take student diversity into consideration. Interpreters need to understand key elements of DHH student diversity and recognize how identity development can play out in the classroom. Interpreters should be flexible, adaptive, and knowledgeable about how DHH intersectionality impacts classroom learning. The ways interpreters facilitate language access for DHH students adapts to the student’s individual background and needs (Hackett, 2020). For example, a DHH student born to a hearing non-signing family who has had cochlear implants since they were a year old will likely voice for themselves and may not know any sign language when entering school. If an interpreter is part of that student’s IEP, they would work closely with the Teacher of the Deaf (TOD) in supporting the student’s sign language acquisition and communication needs in the classroom. Interpreters need to establish strong relationships with the other members of the educational team to support DHH students’ linguistic, academic, and whole-person development. Finding ways to make new information relevant to what the students already know or have experienced will both validate their personhood and allow them to make connections between their own lived experience and the new material (Ladd, 2022). Diversity manifests itself in many ways for DHH students. Interpreters and teachers who recognize student intersectionality and how that impacts learning results in students who are engaged and feel supported and validated at school.
References
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory,
and antiracist politics. University of Chicago Legal Forum, (1989)8. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Hackett, D. T. (2020). Looking through the kaleidoscope: A metaphor for convergences of identities. In I. W. Leigh & C. A. O’Brien (Eds.), Deaf
Identities: Exploring New Frontiers (pp. 370–394). Oxford University Press. https://doi.org/10.1093/oso/9780190887599.003.0016
Holcomb, T. (2023, June 9). Chapter 13 summary in ASL: Diversity in the deaf community [Video]. YouTube.
https://youtu.be/5jlpYiWdtVk?feature=shared
Ladd, P. (2022). Seeing through new eyes: Deaf cultures and deaf pedagogies. DawnSignPress.
National Deaf Center. (2020, September 30a). Rezenet Moges-Riedel on intersectional stories [Video]. YouTube.
National Deaf Center. (2020, September 30b). Rezenet Moges-Riedel: What is intersectionality? [Video]. YouTube.
Stem Cells & Deafness
October 2024
Stem cell research is a growing area of medicine seeking find a cure for millions of people around the world who experience "disabling hearing loss" (Eli Lilly and Company, 2024). Eli Lilly, a pharmaeuticals and medical research company, announced in January of this year the success of a human trial that resulted in reversal of hearing loss in an 11-year-old using genetic therapy, making progress towards "a significant area of unmet need in medicine" (Eli Lilly and Company, 2024). The company holds the standard medical view of deafness--that it's a disease to be cured, no different from diabetes, Alzheimer's disease, or cancer. This view is common around the world. In 2008 in Great Britain a bill called the Human Fertilization and Embryology Act was passed. One of the provisions was that embryos would be screened, and only "healthy" embryos would be selected to be viable, effectively limiting or eliminating d/Deaf children (Emery, et al., 2010). The bill sought to cure Deafness through elimination.
In contrast to the medical view, the Deaf community approaches deafness through a cultural lens. "The group most likely to decline a 'cure' are those who have been severely or profoundly deaf since birth, or from a young age...being deaf is not seen as something that holds them back" (Swinbourne, 2018). This claim was supported in a personal interview I conducted recently with Holly Thomas-Mowery and her son Jordan Mowery. Jordan was born profoundly deaf. Holly is an American Sign Language (ASL) interpreter and already had connections to the Deaf community before Jordan was born. Raising Jordan with sign language and Deaf culture was a no-brainer for her. We discussed stem cell research on deafness and the potential pros and cons. Jordan, who also has Meniere's disease, said that, if the option existed, he would love to reverse the effects of the Meniere's disease which gives him severe vertigo, but he would not choose to give up being Deaf. "It's who I am," he stated. Holly echoed his sentiments, and said that parents of deaf babies need to have more information about the Deaf community provided to balance out the medical view.
For more information, the full interview can be viewed here in ASL.
Interview Outline: https://docs.google.com/document/d/1fVmnW3PSqtG68nFNl_W2wBNCqxNGxTdiSadBoKHUSGg/edit?usp=sharing
Video Language: ASL
It's important for K-12 interpreters to be aware of the current research and implementation of stem cell technologies. Insight I gained from the class discussion was that gene therapies will likely have an impact on d/Deaf children in the coming years similar to the proliferation of cochlear implants. Deaf and hard of hearing (DHH) students present with a wide range of hearing levels, language and communication skills, and developmental needs. Educational interpreters need to understand the range of possibilities and how to communicate with students regardless of their level of hearing or technology needs. A serious drawback to cochlear implants in young children is that parents are often encouraged by medical professionals not to supplement the child's auditory input with sign language. "This advice often leads to delayed language development and limited communication in the home and educational planning that does not acknowledge that the lack of progress in all areas of the school curriculum" (National Association of the Deaf, 2014). I predict similar recommendations will be made regarding children treated with stem cell therapies. Educational interpreters will need to advocate for language accessibility on behalf of all students to improve communication and reduce the devastating effects of language deprivation.
My Recommendations
If you're interested in exploring this topic further, here are recommendations for continued reading:
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Kilgore, T. (2019). Exploring the cochlear implant controversy: The role of and experience with Deaf culture for parents of pediatric
cochlear implant users. Ursidae: The Undergraduate Research Journal at the University of Northern Colorado, 5(2).
https://digscholarship.unco.edu/urj/vol5/iss2/4
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Written by an undergraduate researcher.
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Description: A review of the history of pediatric cochlear implantation, the history of the Deaf community, and why pediatric implantation is controversial.
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Putz, K. (n.d.). Spotlight on stem cell research: Mixed feelings. Hands & Voices.
https://handsandvoices.org/articles/research/v15-3_stemcells.htm
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Written from the perspective of a generationally Deaf person.
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Description: Stem cell therapy is likely to cure deafness, yet DHH people are mixed about its use in their lives.
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University College London. (2024, March 5). World-first trial of regenerative hearing drug successfully completed. Medical
Xpress. https://medicalxpress.com/news/2024-03-world-trial-regenerative-drug-successfully.htm
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Written by researchers at University College London.
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Description: A synopsis of a recent clinical trial aiming to restore hearing loss in adults ages 18-80. The study indicated minor improvement in hearing of some participants and is paving the way for future stem cell studies targeting hearing loss.
References
Eli Lilly and Company. (2024, January 23). Positive phase 1/2 clinical trial data for an investigational gene therapy for genetic hearing loss to be
presented at the association for research in otolaryngology. https://investor.lilly.com/node/50201/pdf
Emery, S. D., Middleton, A., & Turner, G. H. (2010). Whose Deaf genes are they anyway? The Deaf community's challenge to legislation on
embryo selection. Sign Language Studies, 10(2), 155-169. https://doi.org/10.1353/sls.0.0037
National Association of the Deaf. (2014, June 18). Position statement on early cognitive and language development and education of deaf and hard of
hearing children. https://www.nad.org/about-us/position-statements/position-statement-on-early-cognitive-and-language-development-and-education-of-deaf-and-hard-of-hearing-children/
Swinbourne, C. (2018, February 14). Stem cell deafness breakthrough won’t kill off the Deaf community. The Guardian.
https://www.theguardian.com/commentisfree/2012/sep/14/deafness-stem-cell-deaf-commun
State Standards for K-12 Educational Interpreting
March 2024
Updated February 2025
Video Language: English
Transcript:
"Hi, my name is Andrea Cronrath. I am currently an interpreting student at the University of Northern Colorado in the ASL to English interpreting program. Today I want to talk to you a little bit about a current issue in interpreting which is state qualifications for K-12 interpreters.
Basically the problem is that there are no standards of qualifications for K-12 educational interpreters. Every state has the option to set their own definition of what a qualified interpreter is, so that really varies from state to state and even from district to district. Now, federal laws such as the Rehabilitation Act in Section 504 they desig- they say that all students must have access to a qualified interpreter. And then the Individuals with Disabilities Education Act that came along just a little bit later, designates interpreters as related service providers on par with school counselors, speech language pathologists, and other professionals in the workspace.
Interpreting has been moving towards being recognized as a professional service over the last 50 years, but there's still been some pushback from school administrators and state legislatures not recognizing that sign language interpreters need to have as much education and as much background knowledge as these other related service providers. So, even though legally we are considered a related service provider, in practice educational interpreters are not equally treated as related service providers. This causes issues in the classroom with the students that educational interpreters work with. They really need to be able to provide services, and provide communication for the Deaf and hard of hearing students that they work with. That allows those students to be on par with their hearing peers. They need to have unhindered access to the classroom material, and if the interpreters themselves do not have that level of linguistic and cultural competence, the students they work with are going to suffer in the long run.
So, things that interpreters can do is to advocate for themselves, advocate for continuing education for state standards, either by working with other professional interpreters in their communities, working with their Council for the Deaf and Hard of Hearing offices, or legislatures, just bringing awareness to the issue that qualified interpreting is really necessary for Deaf and hard of hearing students.
In the future as an educational interpreter, I want to be able to uphold those standards, too. I know in Idaho we are required to have a minimum 3.5 on the Educational Interpreter Performance Assessment, and also to have graduated from an accredited interpreter training program, either a two- or a four-year institution. So I have awareness of this issue, I have my own personal goals that I'll set in place, and also I want to work with my state RID board and help keep bringing this awareness. And hopefully we can keep increasing our state standards, and hopefully just general awareness, and the interpreting profession being more widely recognized as such will help to raise these standards nationwide.
Thank you."
The National Association of Interpreters in Education (NAIE) (n.d.) was founded in 2016 as a non-profit organization led by interpreters to provide professional leadership and guidance to current and future educational interpreters. In an effort to bring awareness to the lack of standardization of qualifications for educational interpreters across the country, NAIE compiled a listing of each state's requirements. The NAIE State Map Project (2023) is an interactive approach which displays minimum qualifications for K-12 interpreters in all 50 states. By clicking on a state on the map, visitors are brought to a page with a summary of that state's minimum requirements for educational interpreters, requirements for credentials or licensing, and links to specific state resources for further information.
The NAIE Educational Interpreter Code of Ethics (2021) and the Registry of Interpreters for the Deaf's Code of Professional Conduct (2005) both stress interpreters do as much as they can to do no harm to the clients they work with. Linguistic and cultural incompetence on the part of educational interpreters causes harm to DHH students. Many states have designated a score of 3.5 on the EIPA as a level of minimum qualification to work with K-12 DHH students. An interpreter at a 3.5 EIPA level can produce some but not all classroom instruction effectively. At a level 3.5 and below, the interpreter produces frequent gaps in processing, grammatical errors, rhythm and prosody mistakes, among other things, which have a negative impact on the ability of a student to understand the full content of the lesson (Schick, et al., 1999). However, due to a lack of highly qualified interpreters, 3.5 as a minimum EIPA standard allows for more interpreters to be in the classroom, even if their skills need improvement.
The NAIE Map Project information for Idaho was last updated on their website in 2023 and reflects current state requirements as of February 2025. As an educational interpreter in Idaho, it is my responsibility to ensure I meet and exceed the expectations for working with DHH students. To be in compliance with state requirements and professional codes of ethics, I will continue to develop my ASL linguistic and cultural skills through involvement in the Deaf community and deliberate practice activities after graduation from the ASLEI program.
References
Idaho Educational Interpreter Act, 33 § 13 (2006).
https://legislature.idaho.gov/statutesrules/idstat/Title33/T33CH13/SECT33-1304/
Idaho State Department of Education. (2024, November 21). Idaho Special Education Manual 2024. Department of Special Education.
https://www.sde.idaho.gov/sped/files/shared/Idaho-Special-Education-Manual-2024.pdf
Johnson, L. J., Taylor, M. M., Schick, B. S., Brown, S., Bolster, L., & Girardin, E. G. (2023). Complexities in educational interpreting: An
investigation into patterns of Practice (2nd ed.). Interpreting Consolidated.
National Association of Interpreters in Education. (n.d.). History. https://naiedu.org/history/
National Association of Interpreters in Education. (2021). Educational interpreter code of ethics. www.naiedu.org/codeofethics/
National Association of Interpreters in Education. (2023, March 31). State requirements for educational interpreters.
https://naiedu.org/state-standards/
Registry of Interpreters for the Deaf. (2005). NAD-RID code of professional conduct.
https://rid.org/programs/ethics/code-of-professional-conduct/
Schick, B., Williams, K., & Bolster, L. (1999). Skill levels of educational interpreters working in public schools. Journal of Deaf Studies and Deaf
Education, 4(2), 144–155. http://www.jstor.org/stable/42658504
Luna Perez v. Sturgis Public School District
November 2024
Updated February 2025
On March 21, 2023, the Supreme Court of the United States made a decision in Luna Perez v. Sturgis Public Schools, a case where poor quality educational interpreting had a significant negative impact on a DHH student. Miguel Luna Perez was a Deaf student in the Sturgis Public School District in Michigan for 12 years. He received accommodations via sign language interpreters, and the schools he was enrolled in continued to advance him from grade to grade. When it neared time for graduation, Perez and his parents were informed he was not a candidate for graduation, despite having had passing grades. It came to light that the interpreters who worked with Perez were severely underqualified, meaning Perez was not actually able to access his education. In addition, Sturgis School District obscured this fact from his family until he approached graduation (The Daily Moth, 2023).
Perez and his family filed an administrative complaint with the Michigan Department of Education against the school district arguing that Miguel did not receive the free appropriate public education (FAPE) entitled to him under the Individuals with Disabilities Education Act (IDEA). A settlement was reached under IDEA arbitration and Perez transferred to the Michigan School for the Deaf. However, Perez went on to sue Sturgis School District for compensatory damages under the Americans with Disabilities Act (ADA). Sturgis School District argued to dismiss on the grounds that Perez could not legally sue for damages through the ADA if he had not exhausted all the due process procedures available through the IDEA (Luna Perez v. Sturgis Public Schools, 2022. The case progressed through the courts until it reached the Supreme Court. The Supreme Court unanimously sided with Perez, stating that a person did not need to fully exhaust all available arbitration options within IDEA in order to sue for damages through the ADA (Luna Perez v. Sturgis Public Schools, 2023; Modan & Arudnel, 2023).
Following the Supreme Court’s decision in this matter, RID and NAIE released a joint position statement (Registry of Interpreters for the Deaf, 2023) indicating their support for the Perez family and all Deaf children. It is vitally important for educational interpreters to be aware of the power they hold in providing Deaf students with access to language and communication in school settings. Deaf students have the right to receive an education with the same level of access and opportunity as hearing students, which requires the skills of highly qualified interpreters. Interpreters need to be aware of their skills and obtain appropriate credentials prior to working in K-12 settings. Interpreters are related service providers and members of the educational team. It's important that interpreters advocate for themselves to be included as related service providers so they can collaborate. The educational team should also serve as a system of checks and balances so Deaf students do not fall through the cracks (Bellach & Maher, 2023). If everyone on the team is working together, it should be clear if there are concerns with the student's academics or communication access.
Unqualified interpreters do cause harm: "That reality has an impact on the success in education, employment, and life for students who are deaf and hard of hearing as they progress through school to postsecondary education, employment, and adult responsibilities" (Johnson, et al., 2023, p. 104). The outcome of Perez v. Sturgis Public Schools is proof that unqualified interpreters combined with negligence within school administration results in unnecessary challenges to DHH students moving on from the K-12 school system. As mentioned in the previous newsfeed, it is critical educational interpreters are qualified to provide DHH students with full access to their education (National Association of Interpreters in Education, 2023). Along with qualifications, though, school administration needs to recognize the role of interpreters as related service providers (see Roles and Responsibilities). Interpreters are professionals in language and communication, and can also provide resources the educational team can use to meet a DHH student's unique needs (see Resource Library). Perez v. Sturgis Public Schools reinforces the essential role of the educational interpreter to a DHH student's success.
References
Bellach, A. R., & Maher, P. J. (2023, March 29). Perez v. Sturgis Public Schools: Supreme Court narrows IDEA exhaustion requirement. Shipman
& Goodwin, LLP. https://www.shipmangoodwin.com/insights/perez-v-sturgis-public-schools-supreme-court-narrows-idea-exhaustion-requirement.html
Johnson, L. J., Taylor, M. M., Schick, B. S., Brown, S., Bolster, L., & Girardin, E. G. (2023). Complexities in educational interpreting: An
investigation into patterns of Practice (2nd ed.). Interpreting Consolidated.
Luna Perez v. Sturgis Public Schools. 598 U.S. 142. (2023). https://www.supremecourt.gov/opinions/22pdf/21-887_k53m.pdf
Luna Perez v. Sturgis Public Schools. (2022, December 16). Brief amicus curiae of American Association of School Administrators. Thompson
and Horton, LLP. https://www.supremecourt.gov/DocketPDF/21/21-887/250190/20221216131602103_Perez%20v.%20Sturgis%20Public%20Schools%20AASA%20Amicus%20Brief.pdf
Modan, N., & Arudnel, K. (2023, March 21). Supreme Court rules against district in Perez v. Sturgis Public Schools special ed case. Industry
Dive. https://www.k12dive.com/news/Supreme-Court-Perez-Sturgis-special-education/645589/
National Association of Interpreters in Education. (2023). Perez v. Sturgis decision. https://naiedu.org/2023/08/02/perez-v-sturgis-decision/
Registry of Interpreters for the Deaf. (2023). RID/NAIE joint position statement on Perez v. Sturgis County schools system.
https://rid.org/rid-naie-joint-position-statement-perez-v-sturgis/
The Daily Moth. (2023, January 23). Supreme Court hears arguments on case involving deaf student [Video]. YouTube.
Overarching Reflection
In conducting research and writing these newsfeed articles, I gained new insights into aspects of the DHH student experience that I had not previously considered. Each article provided a unique perspective on the complexities of how Deafness is perceived and navigated by both Deaf and hearing individuals. Interpreters must be mindful of their perceptions of DHH students, considering not only their language choices but also their potential biases, whether conscious or unconscious. The articles presented here encompass a broad range of perspectives, including student diversity and identity, research, state standards, and legal cases. These articles serve as brief snapshots that open avenues for further exploration of critical topics with immediate and tangible impacts on students within the Deaf community.
Compiling this page reinforced the realization that I am still at the beginning of understanding the intricate issues surrounding these topics. Interpreting is a practice-based profession, and lifelong learning is emphasized as a fundamental principle in both the Registry of Interpreters for the Deaf's Code of Professional Conduct and the National Association of Interpreters in Education's Code of Ethics. Ongoing professional development ensures that interpreters remain informed about significant issues in both the Deaf and interpreting communities, ultimately enhancing their effectiveness in their roles. I am committed to staying current through reliable Deaf news sources, such as The Daily Moth, and applying deliberate practice strategies to deepen my understanding of the issues that affect the students I serve. Additionally, exploring topics of personal interest—such as the history of Deaf education, its influence on current practices, and opportunities for continuous improvement in our work as interpreters—holds value in enriching my professional growth. I believe the work I have undertaken, and will continue to pursue, aligns with the objectives outlined in SIS Competency 9.