Section Ed 504.11 - Educational Interpreter and Transliterator for Children and Youth Ages 3-21 Inclusive(a) For purposes of this section, the following definitions shall apply: (1) "Educational interpreter and transliterator" means the professional employee whose job entails the facilitation of communication between individuals who are deaf or hard of hearing, or who use signed language as a primary mode of communication, and individuals who are not fluent in signed language;(2) "Interpreting" means the process of accurately conveying information between American Sign Language (ASL) and English; and(3) "Transliterating" means accurately conveying a message via visual or tactile manual representations of the English language such as manually coded English, cued speech, Signed English, Signing Exact English (SEE), and oral transliterating. This process conveys information from one mode, spoken or signed, of English to another mode of English.(b) To be licensed as an educational interpreter and transliterator for children and youth ages 3 to 21 inclusive, a candidate shall meet the following requirements: (1) Hold a minimum of an associate's degree;(2) Receive a passing grade on the Educational Interpreter Performance Assessment Written Test (EIPA-WT); and(3) Meet one of the following entry-level requirements relative to education and experience: a. Receive a passing score on the New Hampshire state board of education-designated practical examination for educational interpreting or a comparable examination;b. Hold a current national certification from either National Office of the Registry of Interpreters of the Deaf (RID) or National Association of the Deaf (NAD) of at least level III; orc. Educational interpreter licensure from another state.(c) A candidate for a license as an educational interpreter and transliterator shall have skills, competencies, and knowledge in the following areas:(1) Knowledge of and practices of:a. Educational interpreting and transliterating; andb. Community interpreting and transliterating;(2) The ability to identify and appropriately utilize resources that serve students who are deaf or hard of hearing, including:d. Federal, state, and local organizations;(3) The ability to establish an environment allowing for effective interpreting and transliterating in a wide variety of educational settings;(4) A knowledge of different modes of communication which shall include, but not be limited to: a. American sign language (ASL);b. Conceptually accurate signed English (CASE);c. Pidgin signed English (PSE);d. Manually coded English;(5) In the area of the process of interpreting and transliterating, the ability to match the child's communication mode(s) as determined by the Individualized Education Program (IEP) team specified in Ed 1109.03 or the 504 team;(6) In the area of the professional roles, responsibilities, and practices: a. Knowledge of the Americans with Disability Act (ADA), the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and state statutes and regulations that pertain to students who are deaf and hard of hearing and how they are applied;b. Knowledge of state child protection laws and school policies regarding how to report child abuse or neglect and explain the appropriate protocol to follow the statutes and regulations;c. Knowledge of American deaf culture and how it is distinguished from general American culture;d. Knowledge of the role and responsibilities of an educational interpreter and transliterator in all educational settings, including public forums, for children and youth ages 3 through 21 inclusive; ande. Knowledge of hearing loss, cochlear implants, and amplification devices for deaf and hard of hearing children;(7) In the area of child development: a. How students learn and develop cognitively, linguistically, socially, ethically, emotionally, and physically; andb. How the development of language in deaf students impacts their development cognitively, linguistically, socially, ethically, and emotionally; and(8) In the area of IEP and 504 processes in educational settings:a. Knowledge of the special education process as specified in Ed 1109, and the 504 process; andb. Collaboratively work with other members of the educational team, contributing information about the child's language including:1. Most effective mode(s) of communication;2. Use of practical and functional language;3. Use of social and academic language; and4. Student's ability to comprehend interpreted information.(d) Candidates shall participate in professional development for both personal growth and school district's master plan program improvement as specified in Ed 513.04, Ed 513.05, and Ed 513.06.N.H. Admin. Code § Ed 504.11
Amended by Volume XL Number 41, Filed October 8, 2020, Proposed by # 13100, Effective 10/5/2020, Expires 10/5/2030.Amended by Number 28, Filed July 13, 2023, Proposed by #13656, Effective 6/9/2023, Expires 6/9/2033.