Resource Library
Sample Scholar capstone project.
Shared with permission.
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
Deaf and hard of hearing (DHH) students have guaranteed rights to auxiliary aids through both the Individuals with Disabilities Educataion Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (US Department of Education, 2021). These can include interpreters, captioning devices, note-takers, assisted listening systems, and many others. Auxiliary aids support students in achieving the standards of a free appropriate public education (FAPE).
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C-Print
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C-Print is a real-time captioning service developed by the National Technical Institute for the Deaf (NTID), a college of Rochester Institute of Technology (RIT). In an educational setting, the teacher speaks into a microphone/Bluetooth device, a captionist is connected remotely and takes the auditory input and types it into the C-Print software, then the text is displayed for the student to read on a laptop, tablet, or personal communication device. At the end of the class or lecture, the student can access a transcript of what was said. C-Print can be used in K-12, post-secondary, business, or community settings.
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iCanConnect
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iCanConnect, also known as the National Deaf-Blind Equipment Distribution Program (NDBEDP), was created by the Federal Communications Commission (FCC) to uphold the requirements of the 21st Century Video and Communications Accessibility Act of 2010 (CVAA). iCanConnect provides free communication assistance equipment to eligible enrollees. Equipment includes: screen readers, flashing alarms/signalers, mobile devices, computers and software, and braille devices. This equipment is granted to those who live with combined vision and hearing loss (DeafBlind). Everyone learns differently, and some students need support through the use of technology in addition to or instead of sign language. These technological devices can support various accommodations such as captioning, note-taking services, testing adaptations, and other auxiliary aids.
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LD Online
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LD Online is a website which focuses on learning disabilities and learning differences. This article is about testing accommodations. The target audience is teachers and IEP teams, but could also be used by parents looking for more information on how to advocate for their student. The suggestions here are compiled from 47 state testing accommodations and include ways to support DHH students. Examples include (but are not limited to):
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extended time for tests
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use of an interpreter
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checking hearing aids before the test to make sure they’re functioning properly
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assistive technology (such as speech to text or FM devices)
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advance access to testing materials for interpreters to ensure knowledge of the materials
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Teachers, interpreters, and IEP teams can use the examples listed on this site to help formulate IEP plans for DHH students.
I learned that there are many resources for DHH students to use to access information through technology and other accommodations outside of using an interpreter, including everything from live captioning to extra time to take tests. As an educational interpreter, knowing about different accommodations is an asset when working with DHH students. For example, if a student I work with would benefit from having a test translated from English to American Sign Language (ASL), I can request the test from the teacher ahead of time in order to prepare and be ready to translate for the student. These accommodations can (and should) be included on a student’s IEP when appropriate; as a related service provider, I could request this during an IEP meeting. Knowledge of these types of resources allows me to be stronger and more effective in my role as an educational interpreter. I can better advocate for the needs of the students I work with when I know all the options available to assist them in their learning process. I also recognize the need for collaboration with the student's teachers and district as an important part of providing adaptations and accommodations. The use of technology as an accommodation comes with financial considerations that would need to be addressed.
Child & Language Development
Interpreters can also faciliate the needs of DHH students through an understanding of child language and development (see the Child & Language Development page for more information). Language development is critical to overall growth and success in life. Deaf and hard of hearing children are susceptible to language deprivation if they do not have access to language, both visual and written. The following resources support language development for DHH children, and support parents and families who are learning sign language alongside their children. Literacy includes not only the ability to comprehend language at a surface visual or written level, but to understand the nuances implied by the text (social emotional learning and theory of mind). These resources offer ways for DHH children to learn these important concepts, for their families to learn how to connect text to understanding, and for educators and interpreters to increase their skills and knowledge of how to bridge the gaps for language deprived students.
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American Society for Deaf Children
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The American Society for Deaf Children provides ASL and visual learning resources to support literacy and language development for children who are d/Deaf, hard of hearing, and hearing. Their mission is to provide communication opportunities for children and their families with an end-goal of reducing language deprivation. They offer a wide range of online resources for learning ASL, educating parents and families through classes, mentoring, events, and social connections with d/Deaf peers and mentors. This website has sections geared towards kids, parents, and educators. As an educational interpreter, I will use the books and stories translated into ASL for my own personal skill development. I can also share this website with classroom teachers as a resource for materials that are fully inclusive to all students in the class.
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Language First
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Language First is a website with a focus on ASL and English bilingualism. They promote the need for a strong first language for DHH children, preferably a visual language like ASL, which supports language, cognition, and identity development. The website provides resources for parents of DHH children, professionals who work with DHH children (such as interpreters, teachers of the deaf, audiologists, and other related service providers), and schools/school districts. There are separate parts of the website for each of these groups. For professionals, Language First offers links to current evidence-based research, assessments that can be used with DHH students to test for language deprivation, handouts/printouts with information for the educational team, job listings, a Facebook group for professionals, and more. Educational interpreters can also learn from and access resources in the parent section, such as skills development through watching live and recorded ASL storybook signing by Deaf professionals, links to Deaf and hard of hearing commissions in every state, interpreter standards by state (National Association of Interpreters in Education website), Educational Interpreter Performance Assessment (EIPA) information, YouTube videos of Deaf signers, etc. Language First offers professional workshops throughout the year for continuing education opportunities for interpreters who work with DHH children. The website offers a plethora of information that educational interpreters can access and use in many ways to connect with DHH students and the educational team, and support their professional development.
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Laurent Clerc National Deaf Education Center
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Setting Language in Motion is a free, web-based program through the Laurent Clerc National Deaf Education Center. The program provides information on early language interventions which support cognitive development. The information is geared towards families of and service providers for deaf and hard-of-hearing babies. The program is set up with an overview and 7 online modules, each with a different focus: Early Identification, The Ear and Testing, Hearing Aids, Learning Language through Sign, Cochlear Implants, Language and Communication in the home, and Family Supports. The project is a partnership between the Laurent Clerc National Deaf Education Center and the Deaf and Hard of Hearing Program at Boston Children’s Hospital. The website also has a list of resources for further learning and research on various topics that relate to each module. For interpreters, this program provides the opportunity for continuing education about working with and advocating for language rights and accessibility for DHH students. It also supports the interpreter in understanding the equipment DHH students may have to supplement their residual hearing, and what the pros and cons of that equipment entails. The website can also be shared with teachers and families of DHH students as a resource.
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National Association of the Deaf
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The National Association of the Deaf (NAD) put out a position statement in 2014: Position Statement On Early Cognitive and Language Development and Education of Deaf and Hard of Hearing Children. The NAD argues that DHH children have a fundamental right to access visual language. Evidence from research is provided to support the fact that DHH children can acquire language and literacy at the same rate as hearing children, provided they have access to visual language. Early access to visual language supports cognitive development, visual attention spans, improved executive functioning and language development, and bilingualism/literacy when learning English. It’s important for educational interpreters to have this information for their own knowledge when working with DHH students, and to share with the educational team as needed. The assumption that students who use American Sign Language as their primary language experience delays in learning English has been disproved, but the myth continues to impact educational outcomes for DHH students. Interpreters also need to be aware that language deprivation has a negative impact on the projected developmental outcomes for affected students in comparison with students who experience full language access from birth. A final point of consideration is the influence of assisted listening devices such as cochlear implants and hearing aids. Recognize that these are tools DHH students can use, but should not be a substitute for access to visual language.
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PBS Kids
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PBS Kids focuses their language and literacy content on children ages 2-8. The developers recognize a whole-child growth model and produce content that addresses not only academic concepts, but social emotional learning and theory of mind through play. Their content can be accessed free through different platforms that encourage engagement and growth: PBS television broadcasting; PBS Kids website with games, e-books, videos, hands-on activities, and resources for parents; and through apps on tablets and mobile devices. Elementary schools can also access this content to support learning in the classroom. As an educational interpreter, I can expect to see PBS Kids used at the elementary levels. Their videos and games offer closed captioning to make them accessible to DHH students learning English. The videos can easily be interpreted to support further language development in ASL and English.
Collectively, these serve students in all grades K-12. They also serve parents and family members by providing information on literacy and language development, and benefit other professionals in the education system who may have had no (or limited) prior experience working with DHH students. Encouraging language development is a large part of the job of an educational interpreter. Interpreters serve as language models for the students they work with. As an educational interpreter, I will use these resources personally to increase my knowledge base and skill in ASL, and I can recommend them to a student’s classroom teacher and/or parents (as appropriate during an IEP meeting) as information that would assist the student in furthering their language development in both ASL and English. Mainstream teachers encourage language development through various methods with hearing students: it is crucial that DHH students are offered equivalent opportunities for language development, though additional accommodations are often required.
Deaf Education
DHH students require a nuanced approach to learning to build on their individual language and development needs. This requires a collaborative approach between the student, parents, teachers, interpreter(s), and the educational team. Deaf education has moved from occuring primarily in schools for the deaf to mainstream public schools. The Individuals with Disabilities Eduction Act (IDEA) (n.d.) states all students have the right to a free appropriate public education (FAPE). These resources provide information to the teachers, parents, and others who influence a DHH student's education.
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Hands and Voices
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Hands and Voices is a non-profit organization led by parents for families with DHH children. Hands and Voices provides non-biased information about different communication choices (i.e.: sign language, hearing aids, cochlear implants, etc.) so parents can make informed decisions that will best fit their families without worrying about any hidden agendas from providers. Hands and Voices advocates for connection between families with DHH children, related service providers, and equity in education.
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Idaho Educational Services for the Deaf and the Blind
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Idaho Educational Services for the Deaf and the Blind (IESDB) provides residential and outreach programs to DHH children across the state of Idaho. This includes the Idaho School for the Deaf and the Blind located in Gooding, Idaho. The school is both a residential school and day program with classes in ASL on campus, as well as outreach services with local mainstream schools. IESDB provides early intervention services, supplemental education, consultation and transition support to students and families. IESDB also works with school districts to ensure students’ accessibility needs are met, and that they receive quality and equitable access. I learned about the services IESDB provides, not only for school-age children, but for infants/toddlers and post-graduation services for older students and recent graduates.
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National Association of the Deaf: Education Advocates
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The NAD encourages volunteers to apply to become Education Advocates. These Advocates are trained on federal and state laws pertaining to DHH students’ education and access. The Advocate acts as a liaison between the NAD and local organizations involved in DHH education. The goal of the Education Advocates program is to inform local communities about what can be done to improve DHH education, to advocate on DHH students’ behalf with state legislatures, to improve general awareness about equality in deaf education, and to serve as a resource for families with DHH children.
Ninety percent of deaf children are born to hearing parents (National Institute on Deafness and Other Communication Disorders, 2024), and often the parents have no prior knowledge of sign language or Deaf culture. Because of IDEA and FAPE, more educators have DHH students in their classrooms. For families and educators who may not know where to start, these sites provide information on extra support and advocacy, and can be used to connect them with the Deaf community and Deaf mentors. As a school interpreter, I can share information with the educational team so they understand how to support DHH students in their classrooms. The information can also be shared with parents during IEP meetings or when requested as appropriate. Part of the role of the interpreter is to advocate for DHH students' growth and development which includes sharing educational resources.
Education
Now I'll step back from Deaf education to general special education. The goal of education is to provide students with the information and resources they need to be successful and independent in life. DHH students in mainstream public schools are eligible for accommodations in order to have the same level of access to education as their peers. The following resources provide information on accommodations and rights for students with special needs both at a national and local level.
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Idaho Statues, Title 33, Chapter 13: Educational Interpreters
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The Idaho Educational Interpreter Act, 2006
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https://legislature.idaho.gov/statutesrules/idstat/Title33/T33CH13/
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This document outlines the provisions for educational interpreters to work in the state of Idaho in K-12 settings. The state legislature recognized that students who are deaf, hard-of-hearing, and/or deafblind are underserved when educational interpreters are incompetent. As of July 1, 2009, educational interpreters must possess minimum requirements in order to work with K-12 students: an EIPA minimum score of 3.5, or certification through the RID. Novice interpreters who have recently graduated from interpreter training programs may work as educational interpreters for up to 1 year while they work towards an EIPA 3.5 or RID certification. A minimum of 80 hours of continuing education credits are required every five years. I will work as an educational interpreter in Idaho and feel this resource is important as it shows the minimum requirements for a qualified interpreter here.
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IDEA: Individuals with Disabilities Education Act
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The IDEA (1975, reauthorized by Congress in 2004) ensures children with disabilities have access to a free appropriate public education (FAPE). This law is enforced at a federal level. IDEA serves children from birth through age 21, from early intervention to special education and related services in public schools. It guarantees that children with disabilities have the benefit of a case manager, an IEP, and education in the least restrictive environment (LRE). This allows all children the benefit of attending school, socializing with their peers, and an opportunity for future success.
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Nampa School District, Special Education, Nampa, ID
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I live in Nampa, ID and this is my local school district's website. The special education page contains information on services for students ages 3-21 who qualify under state and federal law. The information is largely beneficial for parents of students who receive special education services. However, there are links to Idaho special education websites that interpeters and other members of the educational team could find to be useful, such as contact information for the district special education department, special education training resources, the Idaho special education manual, etc.
From these resources, I learned that FAPE is the umbrella under which services for children with special needs are provided. FAPE is defined through the IDEA and provides the guidelines for states to follow in their own special education regulations. As a school interpreter, I can use these resources when working with school administration to ensure the student(s) I work with have the proper provisions in place to be successful. I have a better understanding of the interpreter’s role through the IDEA which establishes school interpreters as related service providers. Related service providers are professionals who support students, such as school counselors, speech language pathologists/audiologists, and physical and occupational therapists.
Literacy
Literacy is an important aspect of education and learning for all students. For DHH students, extra care and accommodations need to be considered as they come to public schools with varying degrees of primary language fluency. Literacy involves reading and writing, and (in the United States) is conducted through English. For many DHH students, English is their second language and is learned alongside ASL. The following resources support DHH students, their parents, and members of their educational teams through information and techniques specific to skill development in English literacy and language acquisition in ASL and English.
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AdLit
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AdLit is a website geared towards educators and families of students in middle school and high school. AdLit focuses on reading and writing skills and developments for adolescents: it is not focused on deaf/hard of hearing literacy specifically. The website covers reading and writing strategies, tips for success, handouts and resource guides, and suggested reading. It is sponsored by a grant from the National Education Association and is in collaboration with the Reading Rockets website. AdLit provides information on different facets of literacy for adolescent learning and also offers intervention strategies for students who require additional support.
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American Society for Deaf Children.
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https://deafchildren.org/knowledge-center/asl-resources/sign-language-stories/
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The American Society for Deaf Children is a non-profit organization run by parents of deaf children. Their main goal is to support deaf children and their families with resources on language and communication. The ASL Stories Directory is a list of web links to children’s books published in English then translated into ASL. Sources include DPAN.TV and various groups who have uploaded videos to YouTube. The videos are set up with the storybook on screen and an ASL interpreter/signer overlaid on top of the book. The intended audience is younger children (ages 0-10). This is a valuable resource for language acquisition for deaf children and families working towards ASL fluency. It is also helpful for practice for interpreters, Teachers of the Deaf, and other teachers and related service providers who support DHH students in K-12 settings.
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Reading Rockets
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Reading Rockets is structured similarly to AdLit, but the target audience is young children, up to grade 5. It is not specifically focused on DHH children, but offers resources to adults who work with any children who need extra support. Reading Rockets uses research-based strategies to enhance literacy skills. The website has self-paced learning modules, information on developmental milestones connected to reading and writing, reading intervention techniques, and a research library. Any member of the educational team can access and benefit from the free resources. Reading Rockets provides a wealth of information that can easily dovetail with the information and tools available through the American Society for Deaf Children website to benefit DHH students.
The goal of this section was to identify resources that would support literacy development for students in grades K-12 public schools. The resources were geared towards adults who support these students: parents, interpreters, teachers, and other related service providers. The resources can be used for individual skill development as well as for direct contact with students. I was excited to have these resources to add to this page. I like the ASL Stories Directory because there are so many books on there that are likely to be used in K-5 classrooms with appropriate language modeling for DHH students. These video stories can be used by interpreters as a reference for building their own live interpretations of the stories, or for collaboration with the classroom teacher who may play the video for the whole class rather than showing the same video without the ASL interpretation. This enhances inclusion for the DHH student with their hearing classmates and provides ASL and English language exposure for all students in the classroom. I also appreciate the literacy resources for older students as this is an area of interpreting that I have not explored much yet. Having a reference guide and familiarity with the types of resources available is an asset for me as a school interpreter because I will work with a varied client base. As part of the educational team, I will not only support students with varying linguistic and literacy needs, but will serve as a resource for the rest of the team on how to support DHH students in their language development.
Overarching Reflection
For this page, I researched public education systems and structures and how interpreters fit into that system. I discovered resources that support DHH students and their support system in theirin their growth in understanding the Deaf language and experience; this includes the student’s family and the educational professionals with whom they work and learn. My strengths lie in my ability to research and learn for myself. An area of professional growth will be outreach to the educational team to let them know about these resources and how they can encourage the student’s linguistic and academic development. I have developed a strong understanding of laws (C1) and language development (C3) that help me frame my interpreting work. I will also keep a the links of my peers' websites because together we have a wide range of resouces represented.
Interpreter competency in C1 and C3 aid the education team in achieving the learning goals of the student. I understand that I may hold information that can help the team, and will continue to explore effective ways to share that information. In the short-term, I have already used this page to support my local community, such as Hands and Voices for the parent of a hard of hearing child. I will continue to come back to these resources to support my studies as I finish my degree at UNC. In the long-term, these resources will provide specific information to members of the educational team on an as-needed basis. Teachers are busy and they have a lot of information to juggle. If a teacher is utilizing iPads in a second grade classroom for literacy activities, I can recommend the PBS Kids app because there are activities, books, and educational materials available with closed captioning. I could also recommend the American Society for Deaf Children website because they have links to books translated into ASL which makes them accessible and inclusive for the whole class. There are many ways the information here can be utilized to advocate for a Deaf student's needs as well as support my role as an educational interpreter and related service provider.
References
AdLit. (2023). AdLit 101: Overview. https://www.adlit.org/adlit-101-overview
American Society for Deaf Children. (2023a). ASL stories directory.
https://deafchildren.org/knowledge-center/asl-resources/sign-language-stories/
American Society for Deaf Children. (2023b). Our mission. https://deafchildren.org/
C-Print. (n.d.) What is C-Print? https://www.rit.edu/ntid/cprint/
iCanConnect. (2024). Welcome to iCanConnect. https://www.icanconnect.org/
Hands and Voices. (2023). We are Hands and Voices. https://www.handsandvoices.org/
Idaho Assistive Technology Project. (2024). Welcome to the Idaho Assistive Technology Project. https://idahoat.org/
Idaho Educational Interpreter Act, Title 33, Chapter 13. (2006). https://legislature.idaho.gov/statutesrules/idstat/Title33/T33CH13/
Idaho Educational Services for the Deaf and the Blind. (2022). Welcome to our site. https://www.iesdb.org/
Individuals with Disabilities Education Act. (n.d.). Individuals with disabilities education act. https://sites.ed.gov/idea/
Landau, J. K., Vohs, J. R., & Romano, C. A. (n.d.). Examples of accommodations from state assessment policies. LD OnLine.
Language First. (n.d.). Every Deaf child has the right to learn a first language effortlessly. https://language1st.org/
Laurent Clerc National Deaf Education Center. (n.d.). Setting language in motion: Family supports and early intervention for babies who are
deaf or hard of hearing. Gallaudet University.
Nampa School District. (2024). Special education. https://www.nsd131.org/apps/pages/SpecialEducation
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.
National Association of the Deaf. (2024). Education advocates. https://www.nad.org/deaf-kids/education-advocates/
National Institute on Deafness and Other Communication Disorders. (2024, September 20). Quick statistics about hearing, balance, and
dizziness. U.S. Department of Health and Human Services. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing
PBS Kids for Parents. (2024a). Literacy. https://www.pbs.org/parents/learn-grow/all-ages/literacy
PBS Kids for Parents. (2024b). Our mission. https://www.pbs.org/parents/about
Reading Rockets. (2024). About Reading Rockets. https://www.readingrockets.org/about
US Department of Education. (2021, April 27). Auxiliary aids and services for postsecondary students with disabilities. Office for Civil
Rights. https://www2.ed.gov/about/offices/list/ocr/docs/auxaids.html