Values of the PSI Project

To achieve the vision of the PSI Project, the following values were embraced:

Recognized that interpreting in a school environment is a specialization built upon the foundation of Witter-Merithew and Johnson's (2005) Entry-to-Practice Competencies, outlined in the University of Northern Colorado’s (UNC) ASL-English Interpretation (ASLEI) BA program.

Recognized that an interpreter in education works with and for everyone in the school (Brimm, 2018; Fitzmaurice, 2018, Johnson et al., 2018, 2023), not just the deaf and hard of hearing student(s) assigned for the academic year, as such the school interpreter should be prepared to be a contributing member of the educational team.

Recognized that many school interpreters work without interaction with other interpreters or knowledgeable oversight from an interpreter supervisor (Johnson et al., 2018, 2023; Weirick, 2021); therefore, they require reflective analysis skills to support their life-long learning and the services they provide in the school setting.

Recognized that the school interpreter is often the only individual in deaf and hard of hearing students' lives who has direct, unmediated communication with them.

Recognized the interpreter’s responsibility is to accommodate the language needs of the student who is deaf or hard of hearing, requiring fluency in the spectrum of signing, from ASL to visual English.

Supported interpreters in creating professional networks and relationships with other school interpreters, as well as affiliating with the national interpreting community.
Recognized that diverse perspectives provide depth and balance to learning experiences and one's personal growth.

Believed a pathway to learning requires exploration and discovery via dialogic engagement with colleagues.

Supporting Materials

Brimm, K. E. (2018). Collaboration with interpreters in K-12 education. [Master’s Thesis, St. Catherine University]. https://sophia.stkate.edu/maisce/3

Distance Opportunities for Interpreter Training Center. (2005). Entry-to-practice competencies for ASL/English interpreters. National Distance Learning Center for Interpreter Education.

Fitzmaurice, S. (2018). South Carolina educational interpreting center annual report. [Report]. Clemson University. https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1003&context=languages_pubs

Johnson, L. J., Taylor, M. M., Schick, B., Brown, S., & Bolster, L. (2018). Complexities in educational interpreting: An investigation into patterns of practice. Interpreting Consolidated.

Johnson, L. J., Taylor, M. M., Schick, B., Brown, S., Bolster, L., Girardin, E. G. (2023). Complexities in educational interpreting: An investigation into patterns of practice. (2nd ed.). Interpreting Consolidated.

Weirick, W. R. (2021). The educational interpreter supervision and support survey: Part 1. American annals of the deaf, 166(3), 284-308. https://doi.org/10.1353/aad.2021.0031