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Wednesday,

November 3, 2004

Part V

Department of
Education
Training of Interpreters for Individuals
Who Are Deaf or Hard of Hearing and
Individuals Who Are Deaf-Blind; Notice

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64240 Federal Register / Vol. 69, No. 212 / Wednesday, November 3, 2004 / Notices

DEPARTMENT OF EDUCATION Individuals with disabilities may blind. The Training of Interpreters for
obtain this document in an alternative Individuals Who Are Deaf or Hard of
RIN 1820–ZA39
format (e.g., Braille, large print, Hearing and Individuals Who Are Deaf-
Training of Interpreters for Individuals audiotape, or computer diskette) on Blind program provides financial
Who Are Deaf or Hard of Hearing and request to the contact person listed assistance to pay part of the costs to—
Individuals Who Are Deaf-Blind under FOR FURTHER INFORMATION (1) Train manual, tactile, oral, and
CONTACT. cued speech interpreters;
AGENCY: Office of Special Education and (2) Ensure the maintenance of the
SUPPLEMENTARY INFORMATION:
Rehabilitative Services, Department of skills of interpreters; and
Education. Invitation To Comment (3) Provide opportunities for
ACTION: Notice of proposed priorities We invite you to submit comments interpreters to raise their level of
and definitions. regarding these proposed priorities and competence.
definitions. To ensure that your We propose these priorities and
SUMMARY: The Assistant Secretary for definitions to increase the numbers of
Special Education and Rehabilitative comments have maximum effect in
developing the notice of final priorities interpreters and the knowledge and
Services proposes priorities and skills of interpreters working with VR
definitions under the Training of and definitions, we urge you to identify
clearly the specific proposed priority or consumers. Access to the VR
Interpreters for Individuals Who Are environment through the use of
Deaf or Hard of Hearing and Individuals definition that each comment addresses.
We invite you to assist us in qualified interpreters will, in turn,
Who Are Deaf-Blind program. The increase empowerment and
Assistant Secretary may use these complying with the specific
requirements of Executive Order 12866 employment outcomes of deaf, hard of
priorities and definitions for hearing, and deaf-blind VR consumers.
competitions in fiscal year (FY) 2005 and its overall requirement of reducing
regulatory burden that might result from We will announce the final priorities
and later years. We take this action to and definitions in a notice in the
focus on training and education as an these proposed priorities and
definitions. Please let us know of any Federal Register. We will determine the
identified area of national and regional final priorities and definitions after
need. We intend for the priorities to further opportunities we should take to
reduce potential costs or increase considering responses to this notice and
establish a National Interpreter other information available to the
Education Center and a Regional potential benefits while preserving the
effective and efficient administration of Department. This notice does not
Interpreter Education Center or Centers preclude us from proposing or funding
that will work through Local Partner the program.
During and after the comment period, additional priorities or proposing
Networks to provide interpreter additional definitions, subject to
education to interpreters at all skill you may inspect all public comments
about these proposed priorities and meeting applicable rulemaking
levels. The goal of these priorities is to requirements.
improve the quality of interpreters in definitions in room 5032, Potomac
the field by providing quality Center Plaza, 550 12th Street, SW., Note: This notice does not solicit
Washington, DC, between the hours of applications. In any year in which we choose
educational opportunities with to use these proposed priorities and
consumer involvement throughout the 8:30 a.m. and 4 p.m., Eastern time,
Monday through Friday of each week definitions, we invite applications through a
process and with a specific focus on notice in the Federal Register. When inviting
interpreters working with consumers of except Federal holidays.
applications, we designate each priority as
Vocational Rehabilitation (VR) services. Assistance to Individuals With absolute, competitive preference, or
Distance technologies and distance Disabilities in Reviewing the invitational. The effect of each type of
education will be a critical component Rulemaking Record priority follows:
to the work of these centers. Absolute priority: Under an absolute
On request, we will supply an priority, we consider only applications that
DATES: We must receive your comments appropriate aid, such as a reader or meet the priority (34 CFR 75.105(c)(3)).
on or before January 3, 2005. print magnifier, to an individual with a Competitive preference priority: Under a
ADDRESSES: Address all comments about disability who needs assistance to competitive preference priority, we give
these proposed priorities and review the comments or other competitive preference to an application by
definitions to Annette Reichman, U.S. documents in the public rulemaking either (1) awarding additional points,
Department of Education, 400 Maryland depending on how well or the extent to
record for these proposed priorities and which the application meets the priority (34
Avenue, SW., room 5032, Potomac definitions. If you want to schedule an CFR 75.105(c)(2)(i)); or (2) selecting an
Center Plaza, Washington, DC 20202– appointment for this type of aid, please application that meets the competitive
2800. If you prefer to send your contact the person listed under FOR priority over an application of comparable
comments through the Internet, use the FURTHER INFORMATION CONTACT. merit that does not meet the priority (34 CFR
following address: Section 302(f) of the Rehabilitation 75.105(c)(2)(ii)).
Annette.Reichman@ed.gov. Act of 1973, as amended (Act), and the Invitational priority: Under an invitational
You must include the term ‘‘Training regulations for this program in 34 CFR priority, we are particularly interested in
of Interpreters for Individuals Who Are 396.1 state that the Training of applications that meet the invitational
Deaf or Hard of Hearing and Individuals priority. However, we do not give an
Interpreters for Individuals Who Are application that meets the invitational
Who Are Deaf-Blind’’ in the subject line Deaf or Hard of Hearing and Individuals priority a competitive or absolute preference
of your electronic message. Who Are Deaf-Blind program is over other applications (34 CFR 75.105(c)(1)).
FOR FURTHER INFORMATION CONTACT: designed to establish interpreter training
Annette Reichman. Telephone: (202) programs or to assist ongoing training Priorities
245–7489 (voice) or via Internet: programs to train a sufficient number of
Annette.Reichman@ed.gov. qualified interpreters in order to meet Background
If you use a telecommunications the communications needs of Currently, the need for interpreting
device for the deaf (TDD), you may call individuals who are deaf or hard of services exceeds the available supply of
the TDD number at (202) 205–8352. hearing and individuals who are deaf- qualified interpreters. Federal

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Federal Register / Vol. 69, No. 212 / Wednesday, November 3, 2004 / Notices 64241

legislation, such as the Rehabilitation Assistant Secretary proposes to establish way for States to determine if
Act of 1973, as amended, and the priorities for a National Interpreter interpreters are sufficiently qualified
Education for All Handicapped Education Center and a coordinated and is based on the standard specified
Children Act of 1975 (Pub. L. 94–142) Regional Interpreter Education Center or in the regulations implementing titles II
(now called the Individuals with Centers working with and through Local and III of the Americans with
Disabilities Education Act), established Partner Networks. Disabilities Act of 1990.
the legal requirements for Regional Interpreter Education Center
Proposed Definitions
communication and language access. means a coordinated regional center to
These requirements led to an increased For the purposes of these priorities, provide quality educational
demand for qualified interpreters, we use the following definitions: opportunities for interpreters at all skill
outstripped the available pool, and Deaf means individuals who are deaf, levels.
created a serious national shortage. The hard of hearing, late deafened, or deaf- Training and education will be used
passage of the Americans with blind. The term makes no reference or interchangeably.
Disabilities Act of 1990, as amended, judgment of preferred mode of
communication or language preference. Proposed Priority 1—National
further increased the demand for
Interpreter means individuals, both Interpreter Education Center
interpreters and worsened the national
shortage of qualified interpreters. In hearing and deaf, who provide The purpose of this priority is to
addition, many States have passed, or interpreting or transliterating, or both, support a National Interpreter Education
are now proposing, licensure laws for for deaf, hard of hearing, and deaf-blind Center (National Center) to coordinate
interpreters, requiring interpreters individuals using a variety of languages the activities of the Regional Interpreter
working in these States to meet specific and modes of communication including, Education Centers, to ensure the
qualifications, such as specific levels of but not limited to, American Sign effectiveness of the educational
education or certification, or both. Language, Conceptually Accurate opportunities offered by the Regional
Therefore, due to the ongoing high Signed English, other forms of signed Interpreter Education Centers, to ensure
demand on limited resources, the pool English, oral communication, tactile the effectiveness of the program as a
of qualified interpreters to provide communication, and cued speech. whole by evaluating and reporting
services to VR consumers continues to Local Partner Network means a formal outcomes, to provide technical
be insufficient. network of individuals, organizations, assistance to the field on effective
Simultaneously, deaf consumers of and agencies including consumers, practices in interpreter education, and
interpreting services have become more consumer organizations, community to provide educational opportunities for
informed and are demanding higher resources, service providers (especially interpreter educators. In conducting its
quality interpreting services that meet VR agencies), VR State coordinators for activities, the National Center must
their individual needs. Consumers and the deaf, rehabilitation counselors for ensure the provision of quality
consumer organizations have expressed the deaf, and other appropriate entities educational opportunities with
interest in being substantively involved with whom the Regional Interpreter substantial consumer involvement
in the identification, development, and Education Center will have Memoranda throughout the process and with a
delivery of the educational of Understanding or other recognized specific focus on interpreting for
opportunities provided through these mechanisms for the provision of consumers of VR services.
proposed priorities. educational activities for interpreters. The National Center funded under
In order to train qualified interpreters National Interpreter Education Center this priority must do the following:
to better meet the demand from means a project supported by RSA to— (a) Identify and promote effective
consumers and consumer organizations, (1) coordinate the activities of the practices in interpreter education and
interpreter educators must be sufficient Regional Interpreter Education Centers; provide technical assistance to the
in number and be knowledgeable of (2) ensure the effectiveness of the Regional Interpreter Education Centers
current best practices. There are, educational opportunities offered by the and the field on effective practices in
however, very few programs that Regional Interpreter Education Centers; interpreter education.
prepare interpreter educators to teach (3) ensure the effectiveness of the (b) Provide educational opportunities
the interpreting process and the skill of program as a whole by evaluating and to working interpreter educators who
interpreting. Consequently, many reporting outcomes; (4) provide need to obtain, enhance, or update their
educators teaching at approximately 137 technical assistance to the field on training on effective practices in
interpreter training programs effective practices in interpreter interpreter education and to new
throughout the country have had little education; and (5) provide educational interpreter educators.
or no opportunity to study how to teach opportunities for interpreter educators. (c) Promote improved education of
interpretation. One of the national Novice interpreter means an interpreters and coordinate the
projects funded from 2000 to 2004 interpreter who has graduated from an interpreter education activities of the
developed some course material to interpreter training program and Regional Interpreter Education Centers
prepare interpreter educators, but this is demonstrates language fluency in by—
not yet available. The Rehabilitation American Sign Language and in English, (1) Developing ‘‘Program Quality
Services Administration (RSA) will but lacks experience working as an Indicators’’ for this program, including
disseminate these materials through interpreter. the Regional Interpreter Education
these projects once they become Qualified interpreter means an Centers, and measuring performance
available. interpreter who is able to interpret against these indicators;
To address these issues and to effectively, accurately, and impartially (2) Conducting education needs
contribute toward the education and both receptively and expressively, using assessments and, based on the results,
training of a sufficient number of any necessary specialized vocabulary. developing educational activities for
qualified interpreters to meet the This definition, which is mentioned in delivery through the Regional
communications needs of individuals the Senate Report for the Rehabilitation Interpreter Education Centers;
who are deaf or hard of hearing and Act Amendments of 1998, Senate Report (3) Collecting, analyzing, and
individuals who are deaf-blind, the 105–166 (Second Session 1998), is one reporting to RSA the pre- and post-

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64242 Federal Register / Vol. 69, No. 212 / Wednesday, November 3, 2004 / Notices

assessment data of the educational associated with this one-day intensive may not be limited to traditional
activities conducted through the review. methods. Distance technologies and
Regional Interpreter Education Centers; (b) The timeliness and effectiveness delivery, use of teams of deaf and
(4) Ensuring that educational with which all requirements of the hearing presenters, assignment of
opportunities are available to award have been or are being met by the mentors, immersion experiences,
individuals from a variety of cultural project. intensive institutes, and other
and linguistic backgrounds and are (c) Evidence of the degree to which innovative practices must be used.
sensitive to the needs of those the project’s activities have contributed A Regional Interpreter Education
audiences; and to changed practices and improved the Center funded under this priority must
(5) Ensuring that deaf consumers are quality of interpreters. do the following:
involved in every aspect of the project. Proposed Priority 2—Regional (a) Develop formal relationships with
(d) Develop effective products for use Interpreter Education Center or Centers Local Partner Networks as defined in
by the Regional Interpreter Education this notice.
The purpose of this priority is to (b) In collaboration with the National
Centers in support of their educational
support a coordinated Regional Center, Local Partner Networks, and
activities for interpreters (e.g., CDs, Interpreter Education Center or Centers
DVDs, Web-based materials, etc.). consumers, implement effective
to provide quality educational practices in interpreter education.
(e) Promote the educational activities opportunities for interpreters at all skill
of the Regional Interpreter Education (c) In collaboration with the National
levels. The educational opportunities Center, Local Partner Networks, and
Centers and disseminate information to provided by a Regional Interpreter
the field through activities such as— consumers, implement the ‘‘Program
Education Center, through collaboration Quality Indicators’’ for this program.
developing and maintaining a program with Local Partner Networks and with (d) Coordinate with existing
Web site; providing materials to the substantial involvement from deaf interpreter training programs to identify
RSA-sponsored National Clearinghouse consumers, must be of sufficient scope and conduct outreach activities with
on Rehabilitation Training Materials; and sequence to demonstrate an recent and new graduates in order to
developing and using Web-based increased skill and knowledge base of provide training, including mentoring,
activities such as e-newsletters, the participants through the use of pre- to make them work-ready.
interpreter forums, consumer forums, and post-assessments. The pre- and (e) In collaboration with the National
events calendars, etc.; making post-assessments will measure the Center, Local Partner Networks, and
presentations on results of project knowledge and skill base of the consumers, provide skill-based, context-
activities at national conferences related participants, both when first entering based, and knowledge-based interpreter
to interpreting and interpreter the training program and when exiting education activities of significant scope
education; and making presentations on the training program, to demonstrate and sequence to interpreters in the
results of project activities at consumer their enhanced knowledge and skills as identified region. Products developed
conferences. interpreters as a result of the training by the National Center must be
(f) Collect, evaluate, and report to opportunity. In addition, the primary incorporated into the educational
RSA on qualitative and quantitative data focus of the educational opportunities activities to the greatest extent
on the educational activities of the must be on interpreting for consumers appropriate. Educational opportunities
Regional Interpreter Education Centers. of VR services. Consequently, this must include, but not be limited to—
Data must be based on clear, measurable means educating hearing and deaf (1) Educating deaf individuals and
goals that are clearly linked to results. interpreters to work with consumers practicing deaf and hearing interpreters
(g) Use the data about the individual from diverse cultural and linguistic to serve as mentors and provide
educational activities to demonstrate backgrounds in diverse environments mentoring to novice and working
overall program effectiveness. Data must (i.e., urban, rural, low socioeconomic, interpreters who need additional
be based on clear, measurable goals that territories, etc.) and within a variety of feedback and experience to become
are clearly linked to results. contexts (i.e., employment, job training, qualified;
(h) Coordinate all activities conducted technical, medical, etc.). (2) Addressing the various linguistic
under this program, including the Further, the educational opportunities and cultural preferences within the
activities of the National Center and the must encompass both skill-based and deaf, hard of hearing, and deaf-blind
Regional Interpreter Education Centers, knowledge-based topics, provide for communities through strands of
to ensure effective use of resources and both hearing interpreters and deaf specialized interpreter education;
consistency of quality interpreter interpreters, and focus on interpreting (3) Focusing on interpreting in
educational opportunities to individuals for a variety of individuals who have specialized environments such as
in all geographic areas of the country. communication skills along the full rehabilitation, legal, medical, mental
spectrum of language from those with health, or multicultural environments,
Fourth and Fifth Years of Project
limited language skills to those with working with specific populations such
In deciding whether to continue this high-level, professional language skills. as deaf-blind, oral, tri-lingual, or cued
project for the fourth and fifth years, the Educational opportunities must be speech users, and improving specific
Secretary will consider the requirements provided for interpreters from all skill skill sets such as sign-to-voice
of 34 CFR 75.253(a) for continuation levels from novice to advanced, and the interpreting, team interpreting, sight
awards. skill level of the training must be clearly translation, or ethical decisionmaking
The Secretary will also consider the identified. All training activities must and professionalism;
following: involve cooperative efforts with (4) Developing interpretation and
(a) The recommendation of a review consumers, consumer organizations, transliteration competencies for
team consisting of experts selected by community resources, and service interpreters working with deaf, hard of
the Secretary. The team will conduct its providers, especially VR agencies, VR hearing, and deaf-blind individuals with
review in Washington, DC, during the State coordinators for the deaf, and differing modes of communication,
last half of the project’s second year. A rehabilitation counselors for the deaf. including, but not limited to, the use of
project must budget for the travel Delivery of educational opportunities language immersion experiences in

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Federal Register / Vol. 69, No. 212 / Wednesday, November 3, 2004 / Notices 64243

American Sign Language, Conceptually award have been or are being met by the improve participation in the community
Accurate Signed English, oral project. for individuals who are deaf or hard of
communication, tactile communication, (c) Evidence of the degree to which hearing or deaf-blind.
and cued speech; the project’s activities have contributed
Intergovernmental Review
(5) Using state-of-the-art technologies to changed practices and improved
for training on how to deliver quality of interpreters. This program is subject to Executive
interpreter services from remote (d) Evidence of the degree to which Order 12372 and the regulations in 34
locations and in handling various the project’s activities have served each CFR part 79. One of the objectives of the
technologies during interpreter State within its designated geographic Executive order is to foster an
assignments (e.g., microphones, region. intergovernmental partnership and a
assistive listening devices, cameras, strengthened federalism. The Executive
Executive Order 12866
lights, etc.); and order relies on processes developed by
(6) Educating consumers on skills This notice of proposed priorities and State and local governments for
related to self-advocacy and working definitions has been reviewed in coordination and review of proposed
effectively with interpreters. accordance with Executive Order 12866. Federal financial assistance.
(f) In collaboration with the National Under the terms of the order, we have This document provides early
Center, Local Partner Networks, and assessed the potential costs and benefits notification of our specific plans and
consumers, implement and deliver the of this regulatory action. actions for this program.
specific educational activities identified The potential costs associated with Applicable Program Regulations: 34
in the education needs assessments. the notice of proposed priorities and CFR parts 385 and 396.
(g) Provide information to the definitions are those resulting from
National Center for the purpose of statutory requirements (section 302(f) of Electronic Access to This Document
promoting the educational activities of the Act) and those we have determined You may view this document, as well
the National Center. as necessary for administering this as all other Department of Education
(h) Provide qualitative and program effectively and efficiently. documents published in the Federal
quantitative data on the educational In assessing the potential costs and Register, in text or Adobe Portable
activities conducted, pre- and post- benefits—both quantitative and Document Format (PDF) on the Internet
assessments, portfolios produced, qualitative—of this notice of proposed at the following site: www.ed.gov/news/
participant demographics, and other priorities and definitions, we have fedregister.
pertinent information to the National determined that the benefits of the To use PDF you must have Adobe
Center for the purpose of evaluating proposed priorities and definitions Acrobat Reader, which is available free
program effectiveness. justify the costs. at this site. If you have questions about
(i) Coordinate and collaborate with Summary of Potential Costs and using PDF, call the U.S. Government
the other Regional Interpreter Education Benefits Printing Office (GPO), toll free, at 1–
Centers funded by RSA and funded 888–293–6498; or in the Washington,
through this priority. The potential costs associated with DC, area at (202) 512–1530.
these proposed priorities and
Fourth and Fifth Years of Project definitions are minimal, while the Note: The official version of this document
is the document published in the Federal
In deciding whether to continue a benefits are significant. Grantees may
Register. Free Internet access to the official
project for the fourth and fifth years, the anticipate costs associated with edition of the Federal Register and the Code
Secretary will consider the requirements completing the application process in of Federal Regulations is available on GPO
of 34 CFR 75.253(a) for continuation terms of staff time, copying, and mailing Access at: http://www.gpoaccess.gov/nara/
awards. or delivery. The use of e-Application index.html.
The Secretary will also consider the technology reduces mailing and copying (Catalog of Federal Domestic Assistance
following: costs significantly. Number 84.160 Training of Interpreters for
(a) The recommendation of a review The benefits of the Training of Individuals Who Are Deaf or Hard of Hearing
team consisting of experts selected by Interpreters for Individuals Who Are and Individuals Who Are Deaf-Blind)
the Secretary. The team will conduct its Deaf or Hard of Hearing and Individuals Program Authority: 29 U.S.C. 772(f).
review in Washington, DC, during the Who Are Deaf-Blind program have been
last half of the project’s second year. A well established over the years in that Dated: October 29, 2004.
project must budget for the travel similar projects have been completed Troy R. Justesen,
associated with this one-day intensive successfully. These proposed priorities Acting Deputy Assistant Secretary for Special
review. will generate new knowledge through Education and Rehabilitative Services.
(b) The timeliness and effectiveness training, technical assistance, and [FR Doc. 04–24584 Filed 11–2–04; 8:45 am]
with which all requirements of the dissemination of new information to BILLING CODE 4000–01–P

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