Video Relay Interpreting

To demonstrate the competency skills expressed in this cover sheet, I have provided three evidence items, the research paper on interpreting in the video relay setting, the research paper on interpreting systems, and the community interpreter resource guide. Together this evidence demonstrates of my ability to discuss state and national interpreter certification as well as the scope and authority of state and federal laws which impact D/deaf people and interpreters.

The research paper, titled Video Relay Interpreting demonstrates my ability to discuss the scope of authority of the Federal Communications Commission (FCC) the federal agency responsible for implementing and enforcing communications law and regulations in the United States (5.9).

In this paper, I identify the various settings where interpreters work including K-12 educational settings, post-secondary, community based, religious, legal, government based, agency based, and video relay systems. The evidence shows my ability to discuss the certification requirements for employment, the organizational values and the connections from the setting to the governing policy maker that regulates the setting (5.8,5.9). For example, an elementary school is part of the K-12 setting. Interpreters must hold either Board for Evaluation of Interpreters (BEI) or Registry of Interpreters for the Deaf (RID) certification (5.8). However, the government agency that regulates this system, Texas Education Agency (TEA) (5.9) allows for a structured program that allows qualifying pre-certified interpreters conditional employment pending certification (5.8). The other systems identified in my paper will only employ interpreters with either state or national certification (5.8). For each system, I discuss the authority structures that govern them. For example, a video relay service (VRS) call center is ultimately overseen by the Federal Communications Commission(FCC) who writes policy defining interpreters as call assistants and

There is a substantial range of knowledge of local, state, and national laws that impact D/deaf people (5.9) and the organizations that certify interpreters such as BEI, RID, and NAD (5.8). Additionally, the collection identifies government agencies that regulate employment standards for interpreters, and implications for the work of a community interpreter (5.8). Complexity is observed in the depth of the research and that much of the content, such as systems thinking, the variation in state and federal laws interpretation of “access” and accommodations, educational interpreting settings and credentialing and government chains of command that regulate the various settings was new to me. A high degree of autonomy is evident from the extensive research that included numerous interviews of working interpreters and individuals working in the variety of interpreting systems and in learning the information. The package demonstrates my desire to expand my knowledge in the depth of the content within the package. Additionally, the evidence demonstrates my ability to evaluate information and effective articulation of my results. There was a high degree of collaboration in the coordination of the