Pricket, Bill

Rash, Norman J.

English

Western Connecticut State University: WestCollections - digitalcommons@wcsu

JADARA 
Volume 9 Number 4 Article 8 
October 2019 
Use of Interpreters in the Vocational Rehabilitation Process 
Bill Pricket 
none 
Norman J. Rash 
Follow this and additional works at: https://repository.wcsu.edu/jadara 
Recommended Citation 
Pricket, B., & Rash, N. J. (2019). Use of Interpreters in the Vocational Rehabilitation Process. JADARA, 
9(4). Retrieved from https://repository.wcsu.edu/jadara/vol9/iss4/8 
Ill
USE OF INTERPRETERS IN THE
VOCATIONAL REHABILITATION PROCESS
Leader: Bill Pricket
Recorder: Norman J. Rash
Charge: To define problems and make recommendations related to effective
utilization of interpreters in the Vocational Rehabilitation process.
INTRODUCTION
The National Interpreter Training Consortium (NITC) is currently in its first
year of operation. It is nationwide in operation and has as its puippses to:
1. Upgrade interpreter skills;
2. Develop ongoing interpreter training programs;
3. Develop training programs for interpreters for "low-verbal" deaf persons;
4. Train interpreter trainers;
5. Educate deaf persons in how to use an interpreter (cooperative program
with the National Association of the Deaf).
At least three states (California, Connecticut, and New York) have estab
lished, or are in the process of doing so, coordination of interpreter services through
state or private agencies. These services are intended to improve services for
deaf people and agencies through a program whereby requests for interpreter
services will become a centralized operation.
PROBLEMS
As should be anticipated, almost all of the problems which where indenti-
fied had to do with the various aspects of interpreting. Seventeen specific pro
blems were identified and were generally common during each of the different
discussions. In addition, two other problem areas, not specific to interpreting,
were identified (18 and 19) and are incorporated in this report because of the
number of SCD's who expressed concern.
1. Most states indicated that there are difficulties in developing an Interpre
ter's Fee Schedule which compensates for skill level, certification vs. non-
certification, and difficulty of interpreting situation.
2. Obtaining competent interpreters when they are needed is a major prob
lem especially in rural areas.
3. Many SCDs felt that their State RID Giapters need help in improving
their effectiveness as resources for identification and evaluation of interpreters.
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Pricket and Rash: Use of Interpreters in the Vocational Rehabilitation Process
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Use of Interpreters In the Vocational Rehabilitation Process
4. Evaluating the skill level of an interpreter seems to be a responsibility for
which no satisfactory solution is apparent.
5. The SCD's feel that many general counselors are not using interpreters
when there is an obvious need for one. This problem is of great concern if imple
mentation if the IWRP is to be realized.
6. The growing need for interpreters versus the availability of case service
monies presents a problem which should be a concern of agency administrators.
7. There is no generally accepted document for use by the agencies which
spells out performance criteria and expectations for an interpreter to follow
when hired or contracted.
8. How do we justify the provision of one-to-one interpreting for long-term
training programs for the deaf (four year college)?
9. How do we deal with job security for interpreters? Most interpreting is
short-term, intermittent, contractual work with no Social Security, medical
coverage or retirement benefits.
10. Many workshops are inadequate for/or resistive to serving the low fun
ctioning deaf person. The use of an interpreter in this type of setting does not
really meet the client's needs in too many instances.
11. RID certification of interpreters has not solved our problems. Some good
interpreters do not wish to be RID certified for various reasons. There are also
problems with the preparation and certification process.
12. There have been situations in which an intrpreter did not respect the
confidential aspects of a client's case. This happens in the community and
sometimes "in-house" in casual conversational or "gossip" situations.
13. There are many classes in manual communication being taught by in
dividuals with little or no apparent qualification as instructors.
14. Who has the legal responsibility for interpreter services in postsecondaiy
education settings? The burden has fallen on the Vocational Rehabilitation
agency. It is felt that the colleges and universities must assume at least some re
sponsibility for providing the necessary supportive services needed for the ed
ucation of the deaf client.
15. Many deaf individuals do not know when or how to use an interpreter.
16. There are very few interpreters skilled in working with the very low ver
bal deaf client or the foreign bom deaf person.
17. Many first line supervisors do not understand the need for using inter
preters.
18. Many SCD's are not completely sold on the concept of Regional Centers
for low functioning deaf clients at this time. The concern centers around the
follow-up services once the client leaves the center. The individual may have
adjusted to the center program, but will this transfer over to his retum to his
former environment?
19. Some RCD's are sponsoring deaf clients in out-of-state training settings
for 1 or 2 semesters, then telling the client to apply locally. No contact is made
with the local office with information or to ascertain whether they have the means
to take over the case.
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Use of Interpreters In the Vocational Rehabilitation Process
RECOMMENDATIONS
1. Explore funding resources (e.g., Innovation and Expansion Grant mon
ies) and potential legislation to establish an office or service to provide inter
preters for all deaf individuals in need of them.
2. Develop interpreter fee schedules using a sliding scale and including in
centives for the interpreters to become certified.
3. Most states' fee schedules fall in the range of $3.00/hour to $7.00/hour.
It was recommended that a range be included in all schedules, but no set am
ounts were agreed to.
4. The SCD should work with appropriate local organizations and the deaf
community to develop performance criteria for contracted interpreters.
5. The Vocational Rehabilitation Agency should develop an ongoing dia
logue with local organizations and encourage their growth in the areas of iden
tification, evaluation and certification of interpreters.
6. State agencies should seek additional funding resources:
a. Emphasis should be placed on investigating the availability and use
of SSI and SSDI monies.
b. Ask that more Federal VR dollars sent to the local level be earmarked
for interpreter services.
c. Seek more Adult Education and Vocational Education funds for
service to deaf clients.
d. Seek additional State funds, through legislative appropriation, for
services to deaf clients.
7. Each State agency should attempt to establish interpreter staff positions,
at least in metropolitan areas.
8. The Model State Plan should be reviewed annually and revised, as ne
cessary, by the PRWAD, CSAVR Committee on Deafness, NAD, etc. specifi
cally to emphasize interpreting services as an essential service.
9. Use of Establishment Grants or Innovation and Expansion Grants to de
velop interpreter services in public or private agencies should be explored.
10. Contacting and working with social service organizations (i.e.. Lions,
Elks, Quota, Sertoma) to raise funds for special, continuing projects such as
interpreting services for deaf persons is encouraged.
11. Investigate the possible use of Title XX funds for interpreting services.
12. RID should consider establishing a provisional certificate for interpre
ters not ready for the comprehensive certification evaluation.
13. A rationale needs to be developed to support, under civil service, the in
terpreter position. The career ladder concept should be explored.
14. SCD's should investigate the possible use of Affirmative Action to devel
op the use of interpreters in industrial settings.
15. Regional training projects for orientation of new Vocational Rehabilita
tion Counselors should include a brief orientation to deafness, including the
use of interpreters.
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Pricket and Rash: Use of Interpreters in the Vocational Rehabilitation Process
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Use of Interpreters in the Vocational Rehabilitation Process
16. State Vocational Rehabilitation agencies should encourage other state
and private agencies to provide interpreter services without being dependent
upon VR agency assistance.
17. The SCD should encourage the training and hiring of VR clients as in
terpreters, if they appear to have the capabilities.
18. The SCD should take the initiative to inform his agency of the implica
tions of the Individualized Written Rehabilitation Plan in working with the
deaf client, especially as it relates to interpreter services.
19. State agencies should consider hiring and using an interpreter as a "floa
ter" between several offices with deaf clients, especially in a dense urban area.
20. Each RSA Region should consider establishing a deaf advisory council
which would include consumers, RCD's and educators.
21. The SCD should investigate the legal responsibility for the provision of
interpreter services in colleges and universities.
INTERPRETER REACTIONS
A number of interpreters were present during discussions and their reac
tions were solicited and are briefly stated as follows:
1. In general, support for the recommendations was expressed.
2. Interpreters expressed the view that they would not like an "RID Certi
fied Interpreters only" policy by a State agency.
3. Interpreters agreed that the client must have the right to refuse an inter
preter.
4. They recommend using the State School for the Deaf as a resource for id
entifying interpreters.
5. There needs to be more emphasis on ethics. No one seems to be taking the
responsibility for this, according to the interpreters.
6. They strongly support the idea of educating deaf persons in the use of
interpreters.
7. They feel that the VR agency must continue to emphasize and accept the
interpreters should work closely with an experienced one to observe or be observed,
ther the RID nor its state chapters can do this in the very near future.
8. The RCD's must make a point of asking the client for feedback on his
interpreters.
9. They feel the interpreter should use a personal evaluation form to assess
himself periodically.
10. The RCD should periodically observe the interpreter on the job. New
interpreters should work closely with an esperienced one to observe or be observed.
11. They feel interpreters are frequently asked to assume responsibility be
yond their skill level or outside of the area of interpreting.
12. They would like to see publications prepared and disseminated for col
leges, courts, hospitals, etc. on the need and use of interpreters, with local re
sources indentified.
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Use of Interpreters in the Vocational Rehabilitation Process
13. Information should be sent to Adult Education programs on recommend
ed qualifications for instructors for manual communication classes. They feel
the SCD's should initiate this.
14. They recommend that the SCD's contact their Regional Offices to sup
port the provision of interpreting services without any consideration of financial
need.
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Pricket and Rash: Use of Interpreters in the Vocational Rehabilitation Process
Published by WestCollections: digitalcommons@wcsu, 1976


Use of Interpreters in the Vocational Rehabilitation Process

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Use of Interpreters in the Vocational Rehabilitation Process

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