(a)

1. (1) It is the goal of every education program to prepare students to become independent, including becoming knowledgeable consumers of interpreting services.
2. (2) A common legitimate concern is a student developing an inappropriate dependency on the interpreter/transliterator.
3. (3) Therefore, roles and responsibilities for the interpreting process are to be clearly outlined and explained.

(b)

1. (1) The model below provides a visual representation of the student’s increasing independence.
2. (2) As the student learns to be a good consumer of support services, the responsibilities of the educational interpreter and/or transliterator change.
3. (3) For example, the interpreter/transliterator for a student in kindergarten may sit closer to the student and share more responsibilities with the teacher for keeping the student on task.
4. (4) Conversely, the interpreter and/or transliterator in the high school setting may sit closer to the teacher and assume no responsibility for the student staying on task.