(a)

1. (1) Public agencies employing educational interpreters for the deaf, deaf-blind, hard of hearing, or oral deaf must comply with the legal standards established by the Department of Education.
2. (2) See 6 CAR § 130-2402(b)(3).

(b)

1. (1) The standards for educational interpreters and transliterators in Arkansas, as well as the timelines to meet the standards for those educational interpreters/transliterators under provisional status, are set forth in this subpart.
2. (2) All educational interpreters and transliterators employed by a school district prior to the beginning of the 2015–2016 school year must obtain the minimum standards within the applicable required timeframe starting from the beginning of the 2015-2016 school year.

(c)

1. (1) Also included in this subpart is guidance for professional development, roles and responsibilities, and professional conduct of those involved in the educational interpreting process.
2. (2) Administrators, classroom teachers, and educational interpreters/transliterators can use this information to understand the professional role of the educational interpreter/transliterator as part of the educational team.

(e)

1. (1) The communication preference of a student should be determined prior to enrollment in the educational setting if possible, and that determination will drive the selection of appropriate related services.
2. (2) The Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq., states that interpreting services are related services (Individuals with Disabilities Education Act, 20 U.S.C. § 1401(26), 34 C.F.R. § 300.34(c)(4)).

3. (3) These services could include:

   1. (A) Oral transliterations;
   2. (B) Cued speech transliterations;
   3. (C) Manual codes of English; or
   4. (D) American Sign Language (ASL) interpreting.
4. (4) ASL services are typically referred to as interpreting and other English-based sign systems or visual representations of English are referred to as transliteration.

(f)

1. (1) The fundamental role of an interpreter, regardless of specialty or place of employment, is to facilitate communication between persons who are deaf and/or hard of hearing and others.

2. (2) Educational interpreters facilitate communication between students who are deaf and/or hard of hearing and others, including:

   1. (A) Teachers;
   2. (B) Service providers; and
   3. (C) Peers within the educational environment.
3. (3) The educational interpreter/transliterator is a member of the educational team and should attend meetings where educational issues are discussed concerning students for whom services are provided by that interpreter.