Overview of Courses in the School Interpreting Series
As of 2026, the School Interpreting Series was a 16-credit-hour, six-course series focused on the specialization of interpreting in K-12 schools for developing students who are deaf and hard of hearing. The School Interpreting Series (SIS) was offered as a concentration in the ASL-English Interpretation (ASLEI) BA program at the University of Northern Colorado. The SIS courses were delivered as upper-division coursework during the last two years of the ASLEI program.
Introduction to School Interpreting
This course served as the entry point to school interpreting, centering on conceptual understanding alongside introductory interpreting practice in K-12 settings.
A systems-based approach established a foundational understanding of the U.S. educational system and the interpreter's role within it. Interpreting students examined school structures, childhood development, educational planning, and the historical and legal contexts that shape services for Deaf and Hard of Hearing (DHH) learners. Interpreting was positioned within a complex educational system, with the interpreter functioning as a Related Service Provider connected to learner development, learning goals, and collaboration within interdisciplinary teams.
This course was structured as 75% knowledge and 25% skills.
All interpreting students in the ASL-English Interpretation BA program completed this course. Subsequent SIS courses were taken by OSEP Scholars to deepen their specialization.
This course introduced:
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Educational systems, laws, and structures
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Roles and responsibilities of school interpreters and educational teams
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Childhood development (linguistic, cognitive, and social)
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Educational planning (Individualized Education Programs - IEPs and 504 Plans)
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Interpreting within K-12 classroom contexts
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Current issues in educational interpreting
INTR 430
3 credits
16 weeks
Online
Learning was demonstrated through interpreting, development of a DHH ecological system, mapping childhood milestones, examining IEPs and educational teams, and curating a resource library. Additional activities included analyzing current events (Newsfeeds) and a course-long capstone - the School Interpreting Website.
For non-OSEP students, the School Interpreting Website served as a self-contained capstone. For OSEP Scholars, it served as a living portfolio, expanded across SIS courses, and culminated in Program to Practice for School Interpreting.
Course Structure & Learning Resources for Introduction to School Interpreting
Annotated Bib forthcoming!
Instructor Guide forthcoming!
Systems and Structures for School Interpreting
Building on the foundation course (Introduction to School Interpreting), this course focused on applying systems thinking in K-12 educational environments. OSEP Scholars examined how federal, state, district, and school-level structures influence educational practice and the work of school interpreters.
A systems-based, application-oriented approach deepened understanding of how laws, policies, and organizational structures influence access for Deaf and Hard of Hearing learners, as well as the roles of educational professionals. Scholars explored power, privilege, diversity, and intersectionality, and their influence on DHH learner experiences. School interpreting required alignment with the layered system, collaboration, adaptability, educational goals, instructional practices, and student needs.
This course was structured with 60% knowledge and 40% skills, with a shift toward applied practice.
This course addressed systems and structures operating across all levels of the educational setting, as well as the people who work and learn within them.
This course focused on:
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Systems, laws, and structures across levels
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School interpreter roles and responsibilities within educational teams
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Development, diversity, and intersectionality
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Educational planning, accommodations, and modifications
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Instructionally aligned interpreting
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System-wide educational issues
INTR 431
3 credits
16 weeks
Online
Learning included synthesis through a learning graphic, instructional assessment based on observations, Newsfeeds, and applied skills activities (interpretations and adaptive scenarios) to develop technical and professional competence.
The School Interpreting Website continued as an integrated, course-long project, with structured checkpoints for revision and expansion aligned with the SIS Competencies.
Course Structure & Learning Resources for Systems & Structures for School Interpreting
Annotated Bib forthcoming!
Instructor Guide forthcoming!
An Interdisciplinary Approach to School Interpreting I
Extending prior SIS coursework, this course integrated knowledge and skills through applied, practice-based learning in K-12 settings. It fostered an interdisciplinary approach, framing interpreting as a practice profession within complex educational environments.
OSEP Scholars integrated systems knowledge, childhood development, and collaboration into interpreting decisions. This course deepened work in interpreting approaches, collaboration and communication techniques, and ethical decision-making grounded in learner needs, school structures, and educational team dynamics. Understanding of the Individualized Education Plan (IEP) expanded alongside the school interpreter's roles in supporting learners who are Deaf or Hard of Hearing and engaging in advocacy within the educational team.
This course was structured as 50% knowledge and 50% skills, and a strong focus on developing technical interpreting competence alongside professional judgment.
This course emphasized effective participation in and contribution to the K-12 public school environment.
This course focused on:
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Applied interpreting across K-12 contexts
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Decision-making grounded in values and ethics
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Interdisciplinary collaboration
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Reflection-on-action through case-based learning
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Development of English proficiency alongside ASL-English interpreting skills
INTR 432
3 credits
16 weeks
Online
Learning included interpretations, adaptive scenarios, English-language assessments (English Tests), Newsfeed, progressive discussions, and case conferencing. All of which supported deeper analysis and professional growth through reflection and social learning.
The School Interpreting Website continued as an integrated project, with structured checkpoints guiding refinement of competency-based artifacts (SIS Competencies).
Course Structure & Learning Resources for An Interdisciplinary Approach to School Interpreting I
Childhood Development for School Interpreting
This course deepened the integration of child development, language acquisition, and interpreting practice within K-12 settings.
An interdisciplinary lens examined how children learn and develop, positioning interpretation as responsive to learners' linguistic, cognitive, and social development. OSEP Scholars explored how development, literacy, and language access shape educational experiences for Deaf and Hard of Hearing learners.
Applying developmental knowledge guided interpreting decisions, communication strategies, and collaboration with educational teams. Focus areas included language and information deprivation, literacy development, and assessment-informed educational planning. School interpreters were positioned as active contributors influencing access, learning, and long-term development.
This course was structured as 50% knowledge and 50% skills, balancing conceptual understanding and applied practice.
This course examined the relationship between child development and educational systems, including both student-centered and system-level influences on learning.
This course emphasized:
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Integration of development and literacy into interpreting practice
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Analysis of language and information access
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Application of developmental knowledge to service provision
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Use of assessment in educational planning
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Interpreter impact on student outcomes
INTR 433
3 credits
16 weeks
Online
Learning included developmental analysis, resource curation, related services (pre-, during-, and post-instruction), reflective journaling, EIPA-aligned practice quizzes, and a Newsfeed.
The School Interpreting Website continued with structured revision and reflection aligned with the SIS Competencies.
Course Structure & Learning Resources for Childhood Development for School Interpreting
Annotated Bib forthcoming!
Instructor Guide forthcoming!
An Interdisciplinary Approach to School Interpreting II
Closely mirroring the previous interdisciplinary course (An Interdisciplinary Approach to School Interpreting I), this course advanced skill development through intensive, practice-based learning. It prioritized real-world application within K-12 settings.
Interpreting as a practice profession was further developed through complex decision-making, professional accountability, and interdisciplinary collaboration. OSEP Scholars integrated systems knowledge and childhood development into increasingly sophisticated service delivery aligned with learner needs and educational plans.
This course was structured as 25% knowledge and 75% skills, emphasizing readiness for entry into the field.
This course applied knowledge in real-world contexts and contributed effectively to the K-12 public school environment as a member of the educational team.
This course prioritized:
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Advanced interpreting across K-12 contexts
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Real-world decision-making within educational, professional, and ethical frameworks
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Integration of systems knowledge and child development
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Reflection-on-action to refine professional practice
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Collaboration, advocacy, and accountability
INTR 434
3 credits
16 weeks
Online
Learning included adaptive scenarios, interpretations, case cataloging, case conferencing, group mentoring, and live and progressive discussions.
The School Interpreting Website was finalized in the co-requisite course, Program to Practice for School Interpreting, while this course supported the transition from student to practitioner.
Course Structure & Learning Resources for An Interdisciplinary Approach to School Interpreting II
Annotated Bib forthcoming!
Instructor Guide forthcoming!
Program to Practice for School Interpreting
This course served as the culminating SIS experience, supporting the transition from student to practicing professional. It focused on finalizing and demonstrating competence through a comprehensive, summative assessment.
The course synthesized knowledge, skills, and professional dispositions into a cohesive representation of practice. OSEP Scholars refined their understanding of systems, child development, collaboration, and service provision while demonstrating readiness to serve as school interpreters. Reflection-on-action and professional dialogue supported deeper awareness of growth, strengths, and next steps.
The course prioritized metacongition along with application and synthesis of professional readiness.
This course demonstrated:
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Integration of SIS Competencies into practice
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Development and articulation of a professional identity and brand
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Reflection-on-action to evaluate readiness
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Communication of competence through professional dialogue and interview
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Alignment with practice expectations.
INTR 435
1 credit
8 weeks
Online
Learning was demonstrated through the finalization of the School Interpreting Website, interview preparation, and a summative assessment, including an internal review, a formal interview, and a debrief.
The School Interpreting Website served as the culminating artifact of the SIS curriculum, demonstrating readiness for professional practice.
Course Structure & Learning Resources for Program to Practice for School Interpreting
Annotated Bib forthcoming!
Instructor Guide forthcoming!