CASLI Educational Interpreting 3 — Questions and Answers
Question 1: During a standardized test, the proctor reads instructions aloud. A Deaf student asks the interpreter to re-read a section. What should the interpreter do?
- Re-interpret the section because the student has the right to equal access
- Decline and inform the student that re-reading is not permitted under standardized testing rules
- Ask the proctor whether re-reading is permitted under testing accommodations (Correct answer)
- Paraphrase the section from memory to help the student
Correct answer: Ask the proctor whether re-reading is permitted under testing accommodations
The interpreter must defer to testing protocols; re-interpretation may constitute a testing irregularity unless the student's accommodations explicitly allow it.
Question 2: A kindergarten Deaf student uses home signs that are not standard ASL. How should the educational interpreter handle communication with this student?
- Refuse to use home signs and consistently model standard ASL
- Incorporate the student's home signs while gradually introducing ASL equivalents in collaboration with the teacher (Correct answer)
- Document the home signs and report them to parents as a language delay
- Use only fingerspelling until the student learns standard ASL
Correct answer: Incorporate the student's home signs while gradually introducing ASL equivalents in collaboration with the teacher
Meeting young students where they are linguistically while scaffolding toward standard ASL supports language development and classroom access.
Question 3: Which professional organization publishes the primary ethical guidelines specifically relevant to educational interpreters in the United States?
- National Association of the Deaf (NAD)
- Registry of Interpreters for the Deaf (RID) (Correct answer)
- American Speech-Language-Hearing Association (ASHA)
- Council on Education of the Deaf (CED)
Correct answer: Registry of Interpreters for the Deaf (RID)
The Registry of Interpreters for the Deaf (RID) publishes the NAD-RID Code of Professional Conduct, the primary ethics framework for sign language interpreters.
Question 4: A Deaf student with an additional learning disability requires simplified language in their IEP. During class, the interpreter should:
- Simplify all interpreted content using the interpreter's own judgment
- Follow any language modifications specified in the IEP and consult the special education team (Correct answer)
- Interpret at grade level without modifications because that is the standard
- Ask the student whether they want simplified or standard language each day
Correct answer: Follow any language modifications specified in the IEP and consult the special education team
IEP accommodations are determined by the educational team; the interpreter implements documented modifications rather than making independent decisions.
Question 5: An educational interpreter is assigned to interpret a school play in which hearing students perform. A Deaf student is in the audience. The interpreter's primary goal is to:
- Perform a simultaneous artistic rendering that conveys the emotional and narrative content of the play (Correct answer)
- Provide a word-for-word transliteration of all spoken dialogue only
- Summarize each scene briefly to save time
- Interpret only the Deaf student's lines if they have a speaking role
Correct answer: Perform a simultaneous artistic rendering that conveys the emotional and narrative content of the play
In performing arts settings, the interpreter's goal is to convey the full artistic and communicative intent of the performance, not just literal text.
Question 6: When a Deaf student interrupts class to ask the interpreter a question unrelated to the lesson, the appropriate interpreter response is to:
- Answer the student's question quietly to keep the interaction brief
- Redirect the student to the teacher or appropriate staff member (Correct answer)
- Ignore the interruption and continue interpreting the lesson
- Sign to the student to write the question down for later
Correct answer: Redirect the student to the teacher or appropriate staff member
Interpreters do not serve as tutors or advisors; off-topic questions should be redirected to the appropriate school personnel.
Question 7: Under the Individuals with Disabilities Education Act (IDEA), educational interpreting services for Deaf students are classified as:
- Related services that support access to special education (Correct answer)
- Supplementary aids provided under Section 504 only
- Extracurricular accommodations not covered under IDEA
- Core instructional services delivered by licensed teachers
Correct answer: Related services that support access to special education
IDEA classifies interpreting as a related service that enables Deaf students to access and benefit from special education.
CASLI Educational Interpreting 3
During a standardized test, the proctor reads instructions aloud.
A Deaf student asks the interpreter to re-read a section.
What should the interpreter do?