(b) Responsibilities:

1. (1) Meet the interpreter/transliterator and the student or students to discuss communication needs prior to the interpreter/transliterator providing services;
2. (2) Provide the interpreter/transliterator with teacher’s editions of textbooks, course outlines, and other related materials prior to the interpreter/transliterator providing services;
3. (3) Introduce the interpreter/transliterator to the class and explain his or her role prior to the interpreter/transliterator providing services;
4. (4) Set aside time for planning with the interpreter/transliterator to discuss course content, lesson plans, upcoming tests, tutoring assignments, etc.;

5. (5)

   1. (A) Speak directly to the student or students, not the interpreter/transliterator.
   2. (B) For example, do not say, “Tell him to open his book”, or “Ask her if she understands”;
6. (6) Treat the student or students who are deaf or hard of hearing just as you would other students in your class;

7. (7)

   1. (A) Pause for the student who is deaf to answer questions or make comments.
   2. (B) Be aware of additional time needed by the student or students.
   3. (C) Be aware that the interpreting process will be delayed due to the time required to process spoken English into signs;
8. (8) Know the Code of Professional Conduct for interpreters;
9. (9) Seek technical assistance from the Outreach Program Support System for the Hearing Impaired;
10. (10) Provide management, materials, and objectives to the interpreter/transliterator for tutoring services;
11. (11) Use a moderate rate of speech that will allow the interpreter/transliterator to process and present information accurately;

12. (12)

    1. (A) Develop and implement classroom management procedures.
    2. (B) The interpreter/transliterator is not responsible for disciplining any student or students, including students who are deaf; and
13. (13) Notify the interpreters/transliterators of changes in the school schedule, substitute teachers, guest speakers, field trips, etc.