Interp/cover

DRAFT?
DRAFT?

DRAFT?

Educational Interpreter /?

Transliterator Standards 2001?

Department of Education

Bureau of Instructional Services and Community Support

This is one of many publications available through the Bureau of Instructional Support and

Community Services, Florida Department of Education, designed to assist school districts,

state agencies which support educational programs, and parents in the provision of special

programs. For additional information on this publication, or for a list of available publications,

contact the Clearinghouse Information Center, Bureau of Instructional Support and Community

Services, Division of Public Schools and Community Education, Florida Department of

Education, Room 622 Turlington Bldg., Tallahassee, Florida 32399-0400.

telephone: (850) 488-1879

FAX: (850) 487-2679

Suncom: 278-1879

e-mail: cicbiscs@mail.doe.state.fl.us

website: http://www.firn.edu/doe/commhome/

DRAFT?

Educational Interpreter /?

Transliterator Standards 2001?

Department of Education

Bureau of Instructional Services and Community Support

Educational Interpreter / Transliterator Standards 2001

State of Florida

Department of State

2001

Authorization for reproduction is hereby granted to the State System of Public Education as defined in

Section 228.041 (1), Florida Statutes. No authorization is granted for distribution or reproduction outside

the State System of Public Education without prior approval in writing.

Educational Interpreter / Transliterator Standards 2001

CONTENTS?

Introduction .................................................................................................................. 1

II.

Implementation ............................................................................................................. 3?

Implementation Timeline .............................................................................................. 3?

Educational Interpreter/Transliterator Standards .......................................................... 3?

Current Employees ................................................................................................. 3?

Apprentice Level .................................................................................................... 5?

Provisional Level .................................................................................................... 7?

Provisional + 36 Credit Hours Level ...................................................................... 9?

Proficient Level .................................................................................................... 12?

III.

Oversight of Level ...................................................................................................... 13?

IV.

Terminology ................................................................................................................ 15?

iii

Educational Interpreter / Transliterator Standards 2001

iv?

Educational Interpreter / Transliterator Standards 2001

INTRODUCTION?

Educational interpreters/transliterators working in FloridaÕs public schools using sign language, cued speech,

or oral modes of visual communication to facilitate communication for students who are deaf or hard of

hearing in pre-kindergarten through 12th grade programs will meet or exceed the education and

communication skills described in this document. An educational interpreter or transliterator is a person

whose role it is to convey all auditory information to students who are deaf or hard of hearing using the

visual communication mode best understood by the student and to provide vocalization of the

communications from the students.

This policy is not intended to be used as criteria for employees who do not function as interpreters/

transliterators even though they may work with students who are deaf or hard of hearing. Some student’s

needs may be appropriately met by a person classified as a communication assistant, signer/aide, or other

title.

Due to the motoric, cognitive, and technical nature of the skills necessary to provide appropriate interpreting

services, an individual’s knowledge and use of English is a critical factor affecting the quality of services.

The interpreter/transliterator must accurately understand and convey the spoken message in the diverse

environment of public schools. The quality of message delivery is dependent on knowledge in the use of

English and the use of specific and technical vocabulary. It is critical that interpreters/transliterators have a

broad knowledge base which will prepare them for information transmitted in classroom settings. An

Associate of Science (A.S.) or Associate of Arts (A.A.) with specialization in Educational Interpreting will

provide additional quality to the district program.

Assessment of an individual’s communication (interpreting/transliterating) skills is required to determine

the level of competence. The modes of communication, sign language interpreting, oral and cued speech

transliterating are assessed through national certification, state evaluation or screening, or state and national

rating systems. Interpreters should be placed according to the student’s needs and their expertise in the

student’s mode of communication.

Educational Interpreter / Transliterator Standards 2001

Implementation

Implementation Timeline

All currently employed interpreters will have 2 years to achieve the credentials required for the apprentice

level. Complete implementation of the standard is expected by August, 2003.

Educational Interpreter/Transliterator Standards

As of August, 2001 all currently employed interpreters/transliterators will have 2 years to achieve the

credentials required for the apprentice level. Standards have been identified at four levels—apprentice,

provisional, provisional + 36 credit hours, and proficient. To achieve a level the interpreter/ transliterator

must meet at least one criterion in both categories: education and communication. The communication

skills needed in any particular position are based on the student’s preferred method of communication; sign

language, oral, cued speech, or the recommendation of the Individual Education Plan (IEP) team. Each of

the levels has a specific duration period and requirements for maintaining the level.

Current Employees

Current employees must meet the following criteria:

Education Criteria

■

The employee must have a high school diploma or General Educational Development (GED).

Communication Skills Evidence

■

The employee must meet the districts requirements.

Duration

■

An individual may remain at this level for 2 years. There are annual maintenance requirements.

Maintenance

■

Each interpreter/translator will develop an annual professional development plan (PDP) as

determined by the district. The PDP will identify goals for the year using the state list of

competencies for educational interpreters. The interpreter/transliterator will be responsible for

following the PDP and providing documentation to the district designee of reaching the annual

goals.

Educational Interpreter / Transliterator Standards 2001

Maintaining this level includes completing the following requirements annually:

For uncertified interpreters/transliterators

■

participate in 40 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 3 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

annually take some type of assessment, evaluation or screening to determine

communication skill and to assist in creating the PDP, and

♦

annually submit proof of participation in professional activities, college credit

and validity of communication skill credential to district designee within the

timelines in the PDP

For certified interpreters/transliterators

■

participate in 15 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 3 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

annually submit proof of participation in professional activities, college credit

and validity of communication skill credential to district designee within the

timelines in the PDP

Educational Interpreter / Transliterator Standards 2001

Apprentice Level Standard

An interpreter/transliterator meeting the apprentice level standard must have one of the

following education levels and one of the communication skill levels.

Education Criteria

■

He or she must have a high school diploma or GED plus 6 hours of college

credit—the college credit should include courses such as general education, sign

language, communication skills, interpreting, transliterating, deaf education, Deaf

culture, English speakers of other languages (ESOL), or other related courses

needed to develop interpreting skills, or

■

He or she must have an Associate of Science (A.S.) or Associate of Arts (A.A.)

degree from an accredited institution of higher education or equivalent number

of college credits.

Communication Skills Evidence

Screening

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID)—Quality Assurance

Screening (Q.A.) Level 1, 2 or 3, or

Evaluation

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID)—Educational Interpreter

Evaluation (EIE) Level 1, 2 or 3, or

■

Educational Interpreter Performance Assessment (EIPA), New Revised/

Standardized Version Level 3, 4 or 5—Elementary Assessment, or Level 3, 4

or 5—Secondary Assessment, or

Certification

■

The National Association of the Deaf (NAD) Interpreter Assessment and

Certification Program, Level III, IV or V, or

■

Registry of Interpreters for the Deaf, Inc. (RID):

MCSC—Master Comprehensive Skills Certificate, or

CSC—Comprehensive Skills Certificate, or

CI —Certificate of Interpretation, or

CT Certificate of Transliteration, or

IC/TC—Interpretation Certificate/Transliteration Certificate, or

IC—Interpretation Certificate, or

TC—Transliteration Certificate, or

Passing score—Oral Transliteration Certificate (OTC) Written Test, or

Educational Interpreter / Transliterator Standards 2001

OTC —Oral Transliteration Certificate, or

OIC: C —Oral Interpreting Certificate: Comprehensive or

OIC: S/V —Oral Interpreting Certificate: Spoken to Visible, or

OIC: V/S —Oral Interpreting Certificate: Visible to Spoken, or

Rating or Certification

■

Testing, Evaluation & Certification Unit, Inc. (TECHUnit) BCSP 4 —Basic Cued

Speech Proficiency Rating Category 4, or TSC: 3 or 4—Transliteration Skills

Certification, or TSC—Transliteration Skills Certification,

■

equivalent level from any valid and reliable interpreting/transliterating assessment

tool

Duration

■

An individual may remain at the apprentice level for 2 years.

Maintenance

■

Each interpreter/translator will develop an annual PDP as determined by the

district. The plan will identify goals for the year using the state list of competencies

for educational interpreters. The interpreter/transliterator will be responsible for

following the PDP and providing documentation to the district designee of

reaching the annual goals.

Maintaining of this level includes completing the following requirements annually:

For uncertified interpreters/transliterators

■

participate in 40 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 3 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

take some type of assessment, evaluation or screening to determine

communication skill and to assist in creating the PDP, and

♦

submit proof of participation in professional activities, college credit, and

validity of communication skill credential to district designee within the

timelines in the PDP

Educational Interpreter / Transliterator Standards 2001

For certified interpreters/transliterators

■

participate in 15 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree:

♦

earn 3 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

submit proof of participation in professional activities, college credit, and

validity of communication skill credential to district designee within the

timelines in the PDP

Provisional Level Standard

An interpreter/transliterator meeting the provisional level standard must have one of the

following education levels and one of the communication skill levels.

Education Criteria

■

He or she must have a high school diploma or GED plus 12 hours of college

credit. The college credit should include courses such as general education, sign

language, communication skills, interpreting, transliterating, deaf education, Deaf

culture, English speakers of other languages (ESOL), or other related courses

needed to develop interpreting skills, or

■

He or she must have an Associate of Science (A.S.) or Associate of Arts (A.A.)

degree from an accredited institution of higher education, or equivalent number

of college credits.

Communication Skills Evidence

Screening

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID)—Quality Assurance

Screening (Q.A.) Level 2 or 3, or

Evaluation

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID)—Educational Interpreter

Evaluation (EIE) Level 2 or 3, or

■

Educational Interpreter Performance Assessment (EIPA), New Revised/

Standardized Version Level 4 or 5—Elementary Assessment, or \Level 4 or 5—

Secondary Assessment, or

Educational Interpreter / Transliterator Standards 2001

Certification

■

The National Association of the Deaf (NAD) Interpreter Assessment and

Certification Program, Level IV or V, or

■

Registry of Interpreters for the Deaf, Inc. (RID):

MCSC—Master Comprehensive Skills Certificate, or

CSC—Comprehensive Skills Certificate, or

CI —Certificate of Interpretation, or

CT—Certificate of Transliteration, or

IC/TC—Interpretation Certificate/Transliteration Certificate, or

IC—Interpretation Certificate, or

TC—Transliteration Certificate, or

Passing score on the Oral Transliteration Certificate (OTC) Written Test, or

OTC —Oral Transliteration Certificate, or

OIC: C —Oral Interpreting Certificate: Comprehensive or

OIC: S/V —Oral Interpreting Certificate: Spoken to Visible, or

OIC: V/S —Oral Interpreting Certificate: Visible to Spoken, or

■

Testing, Evaluation & Certification Unit, Inc. (TECHUnit)

TSC: 3 or 4—Transliteration Skills Certification, or

TSC—Transliteration Skills Certification,

■

equivalent level from any valid and reliable interpreting/transliterating assessment

tool

Duration

■

An interpreter/transliterator may remain at the provisional level for 5 years.

There are annual maintenance requirements.

Maintenance

■

Each interpreter/translator will develop an annual PDP as determined by district.

The plan will identify annual professional goals using the state list of

competencies for educational interpreters. The interpreter/ transliterator will be

responsible for achieving the annual goals and submitting documentation to the

district designee.

Educational Interpreter / Transliterator Standards 2001

Maintaining a provisional level standard includes completing the following requirements

annually:

For uncertified interpreters/transliterators

■

participate in 40 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 6 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

take some type of assessment, evaluation or screening to determine

communication skill and to assist in creating the PDP, and

♦

submit proof of participation in professional activities, college credit and

validity of communication skill credential to district designee within the

timelines in the PDP

For certified interpreters/transliterators

■

participate in 15 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 6 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

submit proof of participation in professional activities, college credit and

validity of communication skill credential to district designee within the

timelines in the PDP

Provisional + 36 Credit Hours Level Standard

An interpreter/transliterator meeting the provisional +36 credit hours level standard must

have one of the following education levels and one of the communication skill levels.

Education Criteria

■

high school diploma or GED plus 36 hours of college credit—the college credit

should include courses such as general education, sign language, communication

skills, interpreting, transliterating, deaf education, Deaf culture, English speakers

of other languages (ESOL), or other related courses needed to develop interpreting

skills, or

Educational Interpreter / Transliterator Standards 2001

■

Associate of Science (A.S.) or Associate of Arts (A.A.) degree from an accredited

institution of higher education, or equivalent number of college credits,

Communication Skills Evidence

Screening

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID) Quality Assurance

Screening (Q.A.) Level 3

Evaluation

■

Florida Registry of Interpreters for the Deaf, Inc. (FRID)—Educational Interpreter

Evaluation (EIE) Level 3, or

■

Educational Interpreter Performance Assessment (EIPA), New Revised/

Standardized Version Level 4 or 5—Elementary Assessment, or Level 4 or 5—

Secondary Assessment, or

Certification

■

The National Association of the Deaf (NAD) Interpreter Assessment and

Certification Program, Level IV or V, or

■

Registry of Interpreters for the Deaf, Inc. (RID):

MCSC—Master Comprehensive Skills Certificate, or

CSC—Comprehensive Skills Certificate, or

CI —Certificate of Interpretation, or

CT—Certificate of Transliteration, or

IC/TC—Interpretation Certificate/Transliteration Certificate, or

IC—Interpretation Certificate, or

TC—Transliteration Certificate, or

OTC —Oral Transliteration Certificate, or

OIC: C —Oral Interpreting Certificate: Comprehensive or

OIC: S/V —Oral Interpreting Certificate: Spoken to Visible, or

OIC: V/S —Oral Interpreting Certificate: Visible to Spoken, or

Rating or Certification

■

Testing, Evaluation & Certification Unit, Inc. (TECHUnit) TSC:

3 or 4—Transliteration Skills Certification, or TSC—Transliteration Skills

Certification,

■

equivalent level from any valid and reliable interpreting/transliterating assessment

tool

10?

Educational Interpreter / Transliterator Standards 2001

Duration

■

An interpreter/transliterator may remain at the provisional + 36 credit hours

level for 5 years. There are annual maintenance requirements.

Maintenance

■

Each interpreter/translator will develop an annual PDP as determined by the

district. The PDP will identify annual professional goals using the state list of

competencies for educational interpreters. The interpreter/ transliterator will be

responsible for achieving the annual goals and submitting documentation to the

district designee.

Maintaining a provisional +36 level standard includes completing the following requirements

annually:

For uncertified interpreters/transliterators

■

participate in 40 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree

♦

earn 6 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

take some type of assessment, evaluation or screening to determine

communication skill and to assist in creating the PDP, and

♦

submit proof of participation in professional activities, college credit, and

validity of communication skill credential to district designee within the

timelines in the PDP

For certified interpreters/transliterators

■

participate in 15 contact hours of professional development activities

corresponding with the PDP—may include seminars, skill building workshops

or sessions, self study, etc., and, if no college degree:

♦

earn 6 hours of college credit which apply toward an Associate of Science

(A.S.) or Associate of Arts (A.A.) degree or higher, and

♦

submit proof of participation in professional activities, college credit, and

validity of communication skill credential to district designee within the

timelines in the PDP

11?

Educational Interpreter / Transliterator Standards 2001

Proficient Level Standard

An interpreter/transliterator meeting the proficient level standard must have one of the

following education levels and one of the communication skill levels.

Education Criteria

■

He or she must have an Associate of Science (A.S.) or Associate of Arts (A.A.)

degree from an accredited institution of higher education, or equivalent number

of college credits, or

■

He or she must have a Bachelor of Science (B.S.) or Bachelor of Arts (B.A.)

degree or higher, from an accredited institution of higher education, or equivalent

number of college credits

Communication Skills Evidence

Certification

■

Registry of Interpreters for the Deaf, Inc. (RID):?

MCSC—Master Comprehensive Skills Certificate, or?

CSC—Comprehensive Skills Certificate, or?

CI—Interpretation Certificate, or?

CT—Certificate of Transliteration, or?

OTC—Oral Transliteration Certificate, or?

OIC: C—Oral Interpreting Certificate: Comprehensive or?

■

Testing, Evaluation, & Certification Unit, Inc. (TECHUnit), TSC: 4

Transliteration Skills Certification , or TSC—Transliteration Skills Certification

Duration

■

An interpreter/transliterator may remain at proficient level indefinitely if they

comply with maintenance requirements.

Maintenance

■

Each interpreter/translator will develop an annual PDP to meet the RID 4-year

cycle re-certification requirements as determined by the district. The PDP will

identify professional goals using the state list of competencies for educational

interpreters. The interpreter/transliterator will be responsible for achieving the

goals and submitting documentation to the district designee.

Maintaining a proficient level includes completing the following requirements annually:

■

participate in a minimum of 15 contact hours of professional activities per

year—a total of 80 contact hours of during each 4-year cycle (competencies

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Educational Interpreter / Transliterator Standards 2001

to be worked on will be included in the PDP)—activities may also satisfy the

requirements for continuing education units required by the national certifying

bodies, and

■

submit proof of participation in professional activities and validity of certification

to district designee within the timelines in the PDP

OVERSIGHT OF LEVEL

Each public school district will be responsible for reviewing documentation to determine if

an interpreter/transliterator meets the apprentice, provisional, provisional +36 credit hours

or proficient level standard. An office of the district shall be responsible for maintaining

evidence of interpreter/transliterator credentials in communication and the necessary

documentation of professional development activities, college coursework, and inservice

hours.

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Educational Interpreter / Transliterator Standards 2001

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Educational Interpreter / Transliterator Standards 2001

TERMINOLOGY?

American Sign Language (ASL)

—a visual/gestural language, which incorporates facial grammatical

markers, physical affect markers, spacial linguistic information, and fingerspelling, as well as signs made

with the hands. ASL is a distinct language with its own grammar and syntax which is not based on, nor

derived from, a spoken language. As a complete and complex language accepted as the natural language of

the deaf community, ASL is an integral part of deaf culture.

Conceptually Accurate Signed English (CASE)

—a manual code for English which combines English

grammatical order with ASL signs and some invented initialized signs. The transliterator expresses messages

using this visual mode while mouthing the words.

Contact Variety Language (formerly PSE)

—the result of prolonged language contact between members

of different linguistic communities—includes code-switching, code-mixing, and lexical borrowing. Formerly

referred to as Pidgin Signed English (PSE).

Cued Speech Transliterator

—a transliterator who expresses messages using a combination of handshapes

and locations around the face to represent each syllable of the English word while simultaneously mouthing

the words.

Educational Interpreter

—an individual working in an educational setting as a facilitator of communication

between hearing teachers, students, and administrators and students who are deaf or hard of hearing. The

educational interpreter may interpret or transliterate depending on the preferences of the district and needs

of the student.

Educational Interpreter Performance Assessment

(EIPA)—offers assessment of manual interpretation/

transliteration skills specific to public school settings. The assessment offers 5 levels and a choice of 3

different communication modes on the stimulus materials.

Co-developers—?

Kevin Williams, Boys Town National Research Hospital, 555 North 30th Street, Omaha, NB 68131-9909;?

phone—402-498-6511; e-mail—williamk@boystow.org?

Dr. Brenda Schick, University of Colorado, CB 409, Boulder, CO 80309-0409; phone—303-492-7339.

e-mail—brenda.schick@colorado.educationalinterpreterperformanceassessment

Educational Interpreter Evaluation (EIE)

—an evaluation, provided by the Florida Registry of Interpreters

for the Deaf, assesses manual communication skills specific to interpreters/transliterators in public school

(K-12) settings. Candidates receive one of three levels, level 3 being the highest.

Chair, EIE Committee —Lisa Schaefermeyer, 11505 Murcott Way, Land O’Lakes, FL 34639; phone/FAX—

813-996-9644; e-mail—davemary@gte.net

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Educational Interpreter / Transliterator Standards 2001

Fingerspelling

—a system which utilizes the hand to represent the letters of the English alphabet

Florida Registry of Interpreters for the Deaf (FRID)

—the state professional organization for interpreters,

affiliated with the national organization, which provides manual QA Screening and EIE evaluation.

Chair, EIE Committee—Lisa Schaefermeyer, 11505 Murcott Way, Land O’Lakes, FL 34363; phone/FAX—

813-996-9644, e-mail—davemary@gte.net;

QA Administrative Team Leader—Lucretia Childers, P.O. Box 5112, Jacksonville, FL 32247-5112;

phone—(w) 904-646-2112, (h) 904-786-3575, e-mail—lchilder@fccj.org

Interpreting

—an interpreter who changes a message from one language to another, conveying all essential

elements of meaning and maintaining dynamic equivalence. Interpreting is a highly sophisticated and

demanding mental task involving complex thinking and analytical strategies. Such complex mental tasks

and bi-modal channels (aural/oral and visual/gestural) of communication requires above average intelligence,

rapid mental processing, good working memory, the ability to sustain concentration under stress, and excellent

predicting and closure skills.

Manually Coded English (MCE)

—a variety of English-based signing systems used to represent the aural/

oral language of English. Includes the Rochester method, Seeing Essential English (SEE 1), Signing Exact

English (SEE II) and Conceptually Accurate Signed English (CASE).

National Association of the Deaf (NAD)

—provides manual interpreter certification at 5 levels. The

assessment is based on skills necessary for community work with adults.

Headquarters—814 Thayer Avenue, Silver Spring, MD 20910-4500; phone—301-587-1788;

e-mail—nadinterp@nad.org; web site: www.nad.org

Oral Transliterator

— an interpreter who listens to a spoken English message, then rephrases that message

into clearly speech readable forms for a deaf consumer who uses speech and speech reading as primary

forms of communication.

Quality Assurance Screening (QA)

—an interpreting/transliterating screening to assess skills of individuals

who work in the community with deaf or hard of hearing adults. The Florida Registry of Interpreters for the

Deaf provides the screening. Candidates receive one of three levels and are considered apprentices in

regards to national level certification.

QA Administrative Team Leader—Lucretia Childers, P.O. Box 5112, Jacksonville, FL 32247-5112;

phone—(w) 904-646-2112, (h) 904-786-3575; e-mail—lchilder@fccj.org

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Educational Interpreter / Transliterator Standards 2001

Registry of Interpreters for the Deaf, Inc. (RID)

—provides manual and oral transliteration and

interpretation evaluation and certification. The evaluations assess skills in community-based situations

with adults.

Headquarters: 333 Commerce Street, Alexandria, VA 22314; phone—703-838-0030, FAX—703-838-0454,

e-mail—ntspa@rid.org; web site: www.rid.org

Signed English (SE)

—a manual code for English which combines English grammatical order with ASL

signs and some invented initialized signs. The transliterator expresses messages using this visual mode at

the same time they mouth the words.

Signer

—a person who can use manual communication to convey their own ideas or can act as a

communication facilitator in a one-to-one situation where they have control of vocabulary level, speed,

and opportunities to expand on the information presented. This person does not meet the DOE standards

for educational interpreters.

Transliterator

—an interpreter who changes a message expressed in one language into a code of the same

language. For example, English to SEE II, English to CASE, English to cued speech, English to inaudible

mouthed English.

TECHUnit

—offers cued language proficiency examination and national certification for transliterators.

CLTNCE, P. O. Box 3116, Silver Spring, MD 20918; phone—301-434-1137.

17?

Florida Department of Education

Charlie Crist, Commissioner

ESE 311147 A