The Interpreter for the Deaf translates verbal communication into manual language in order to facilitate the communication process for the deaf. S(he) is responsible for interpreting instruction, movies, class discussion, assignments and pertinent information for students as necessary.

The Cued Speech Transliterator acts as a facilitator of communication between the deaf and hard of hearing students, the educational staff, and hearing peers in the educational environment. S(he) will facilitate communication across the educational setting while maintaining the mainstream environment. This includes training deaf and hearing consumers regarding the role of the transliterator. S(he) will establish effective working relationships with students, staff, and all participants in the educational environment.

TYPICAL DUTIES (Interpreter for the Deaf):

Translates verbal information presented in class or other assigned activities, for the deaf.
Translates manual communication from the deaf for teachers/students.
Translates for seminars, classes, examinations, meetings, conferences as appropriate.
Perform other such duties as may be assigned by the Special Education Supervisor.
TYPICAL DUTIES (Cued Speech Transliterator):

Translates verbal information presented in class, or other assigned activities, for the deaf.
Translates manual communication from the deaf for teachers/students.
Translates for seminars, classes, examinations, meetings, conferences as appropriate.
The primary function of a Cued Speech Transliterator is to act as a facilitator of communication between the deaf and hard of hearing students, the educational staff, and hearing peers in the educational environment. This environment includes classrooms, laboratory, field trips, assembly and other educational sites deemed appropriate for student learning during school hours. The Cued Speech Transliterator is a member of the educational team. He/she will convey everything as accurately as possible without interjecting opinions. The Cued Speech Transliterator will encourage the student to establish personal, independent relationships with the teacher and other students.
The Cued Speech Transliterator will be held accountable for the following responsibilities:
Meeting with teachers and staff as deemed appropriate by the educational team and/or supervisor.
Utilizing planning time to prepare for demanding course material as necessary for successful transliterating.
Demonstrating professionalism in all interactions with administrators, teachers, staff, with parents and students, and with visitors or individuals unfamiliar with the educational setting.
Demonstrating professionalism, especially in applying the RID Code of Conduct and the TEC Unit Code of Conduct to the educational setting.
Participating in meetings with the educational team to provide input in the IEP development/review pertaining to the Deaf and Hard of Hearing student’s utilization of transliterating services.
Following all school policies as stated in the individual school handbooks.
Attending all in-service programs and staff meetings as they relate to general information distributed to the faculty, issues that deal specifically with the educational setting, or Cued Speech Transliterator development.
Setting up the physical setting for the most successful interpretation (e.g., determining the best physical arrangement for the Cued Speech Transliterator in relation to the teacher’s presentation style and movement within the classroom; working with the teacher to accommodate closed captioning, FM, and lighting needs during movies, filmstrips, use of overhead projector, etc.)
Educating consumers as needed (e.g., training students to use the Cued Speech Transliterator, orientating new Cued Speech Transliterators to the school system, in-servicing teachers, and referring people to other information sources.)
Facilitate communication across the educational setting while maintaining the mainstream environment. This includes training deaf and hearing consumers regarding the role of the transliterator.
Establish effective working relationships with students, staff, and all participants in the educational environment.
Pursue professional development opportunities.
Perform other such duties as may be assigned by the Special Education Supervisor.