Special Education: Deaf/Hard of Hearing (D/HH) Educational Interpreter

POSITION TITLE: Special Education: Deaf/Hard of Hearing (D/HH) Educational Interpreter

POSITION SUMMARY

The Deaf and Hard of Hearing (D/HH) Department of South Bend Community School Corporation serves students with diverse language, communication, and access needs across public and non-public school settings.

The Educational Interpreter is a specialized, student-centered role responsible for providing equitable access to instruction, communication, and school-related activities. This is accomplished by conveying spoken and signed language in a manner aligned with the student's communication mode, language level, and developmental needs.

The interpreter works across a variety of academic and non-academic environments and collaborates with multiple staff members throughout the school day. Responsibilities are guided by the student's Individualized Education Program (IEP), best practices, and direction from the Teacher of the Deaf/Hard of Hearing (TODHH) and Case Conference Committee.

CERTIFICATION / LICENSURE EXPECTATIONS

Candidates must meet or be actively working toward Indiana state expectations for Educational Interpreters, including:

• State Certification as an Educational Interpreter
• EIPA score of 3.5+, or
• EIPA score of 3.0 , with recommendation from certification board, with a plan for continued training and reassessment

MINIMUM QUALIFICATIONS

• High school diploma or GED required
• Strong spoken and written English skills
• Enrollment in or graduation from the Interpreter Training Program (ITP) with recommendation(s)
• Demonstrated or developing proficiency in communication modalities used by students with hearing loss, including:
• Sign Language (ASL)
• Manually Coded English (PSE/SEE)
• Cued Speech
• Total Communication
• Auditory/Oral strategies
• Experience working with children with diverse developmental, cognitive, and communication needs
• Knowledge of child development, behavior management, and inclusive educational practices
• Ability to adapt communication and materials to meet individual student needs
• Ability to work collaboratively and follow directions from certified staff
• Ability to collect data and document information accurately

CORE RESPONSIBILITIES

Communication Access

• Provide accurate, complete, and developmentally appropriate interpretation of instructional content and environmental communication
• Convey the full intent, tone, and content of messages while maintaining objectivity
• Facilitate communication between the student, staff, and peers while preserving message integrity
• Ensure access across all settings, including classroom instruction, discussions, and incidental communication

Instructional & Language Support

• Adjust interpretation to match the student's instructional vocabulary and language exposure
• Utilize scaffolding and clarification techniques to support comprehension while maintaining accuracy
• Prepare for instruction by reviewing materials, vocabulary, and concepts in advance
• Support both receptive and expressive language development

Student Independence & Development

• Promote independence, self-advocacy, and appropriate use of interpreting services
• Support peer interaction and social participation
• Gradually fade intervention and support as appropriate to encourage autonomy
• Maintain professional and personal boundaries while supporting social and cultural development

Collaboration & Documentation

• Collaborate with TODHH, general education teachers, and related service providers
• Participate in IEP meetings, staffings, and team communication
• Document and communicate student access, present levels, and needs
• Assist in planning, goal setting, and implementation of supports

PROFESSIONAL EXPECTATIONS

• Works in a variety of settings, including classrooms, small groups, assemblies, field trips, and extracurricular activities
• Schedule and assignments may vary throughout the day based on student needs
• Reports directly to the Teacher of the Deaf/Hard of Hearing (TODHH) and General Education administrators and staff on a daily basis.
• Follows the SBCSC chain of command: General Education teacher and Teacher of the Deaf/Hard of Hearing (TODHH), General Education Administration, Special Education Support Team, Special Education D/HH Supervisor, Special Education Administration, and Superintendent.
• Adhere to professional and ethical standards for educational interpreting (confidentiality, accuracy, impartiality)
• Serve as a sign language interpreter, ensuring access without independently altering instructional intent
• Maintain professional boundaries while fostering a supportive learning environment
• Demonstrate flexibility, initiative, and responsiveness
• Engage in ongoing training related to hearing loss, communication strategies, and educational practices as it relates to students

ADDITIONAL INFORMATION

• This position may include note-taking, instructional support, and assistance with assistive technology (HAT/CAT) as outlined in the student's IEP
• May include support during non-instructional times (e.g., transitions, lunch, recess) as assigned
• The interpreter will receive a duty-free lunch and a scheduled break, aligned with the student schedule.
• The interpreter will be asked to follow SBCSC employment mandates (mandatory reporting, report times, attendance reporting, service on e-learning days, etc.) and may be asked to complete corporation mandatory training.

IIC- Indiana Interpreter Certificate

EIPA- Educational Interpreter Performance Assessment