[Federal Register Volume 69, Number 212 (Wednesday, November 3, 2004)]
[Notices]
[Pages 64240-64243]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 04-24584]



[[Page 64239]]

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Part V





Department of Education





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

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

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DEPARTMENT OF EDUCATION

RIN 1820-ZA39


Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice of proposed priorities and definitions.

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SUMMARY: The Assistant Secretary for Special Education and 
Rehabilitative Services proposes priorities and definitions under the 
Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind program. The Assistant 
Secretary may use these priorities and definitions for competitions in 
fiscal year (FY) 2005 and later years. We take this action to focus on 
training and education as an identified area of national and regional 
need. We intend for the priorities to establish a National Interpreter 
Education Center and a Regional Interpreter Education Center or Centers 
that will work through Local Partner Networks to provide interpreter 
education to interpreters at all skill levels. The goal of these 
priorities is to improve the quality of interpreters in the field by 
providing quality educational opportunities with consumer involvement 
throughout the process and with a specific focus on interpreters 
working with consumers of Vocational Rehabilitation (VR) services. 
Distance technologies and distance education will be a critical 
component to the work of these centers.

DATES: We must receive your comments on or before January 3, 2005.

ADDRESSES: Address all comments about these proposed priorities and 
definitions to Annette Reichman, U.S. Department of Education, 400 
Maryland Avenue, SW., room 5032, Potomac Center Plaza, Washington, DC 
20202-2800. If you prefer to send your comments through the Internet, 
use the following address: [email protected].
    You must include the term ``Training of Interpreters for 
Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are 
Deaf-Blind'' in the subject line of your electronic message.

FOR FURTHER INFORMATION CONTACT: Annette Reichman. Telephone: (202) 
245-7489 (voice) or via Internet: [email protected].
    If you use a telecommunications device for the deaf (TDD), you may 
call the TDD number at (202) 205-8352.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed under FOR FURTHER 
INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION:

Invitation To Comment

    We invite you to submit comments regarding these proposed 
priorities and definitions. To ensure that your comments have maximum 
effect in developing the notice of final priorities and definitions, we 
urge you to identify clearly the specific proposed priority or 
definition that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Order 12866 and its overall requirement of 
reducing regulatory burden that might result from these proposed 
priorities and definitions. Please let us know of any further 
opportunities we should take to reduce potential costs or increase 
potential benefits while preserving the effective and efficient 
administration of the program.
    During and after the comment period, you may inspect all public 
comments about these proposed priorities and definitions in room 5032, 
Potomac Center Plaza, 550 12th Street, SW., Washington, DC, between the 
hours of 8:30 a.m. and 4 p.m., Eastern time, Monday through Friday of 
each week except Federal holidays.

Assistance to Individuals With Disabilities in Reviewing the Rulemaking 
Record

    On request, we will supply an appropriate aid, such as a reader or 
print magnifier, to an individual with a disability who needs 
assistance to review the comments or other documents in the public 
rulemaking record for these proposed priorities and definitions. If you 
want to schedule an appointment for this type of aid, please contact 
the person listed under FOR FURTHER INFORMATION CONTACT.
    Section 302(f) of the Rehabilitation Act of 1973, as amended (Act), 
and the regulations for this program in 34 CFR 396.1 state that the 
Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind program is designed to 
establish interpreter training programs or to assist ongoing training 
programs to train a sufficient number of qualified interpreters in 
order to meet the communications needs of individuals who are deaf or 
hard of hearing and individuals who are deaf-blind. The Training of 
Interpreters for Individuals Who Are Deaf or Hard of Hearing and 
Individuals Who Are Deaf-Blind program provides financial assistance to 
pay part of the costs to--
    (1) Train manual, tactile, oral, and cued speech interpreters;
    (2) Ensure the maintenance of the skills of interpreters; and
    (3) Provide opportunities for interpreters to raise their level of 
competence.
    We propose these priorities and definitions to increase the numbers 
of interpreters and the knowledge and skills of interpreters working 
with VR consumers. Access to the VR environment through the use of 
qualified interpreters will, in turn, increase empowerment and 
employment outcomes of deaf, hard of hearing, and deaf-blind VR 
consumers.
    We will announce the final priorities and definitions in a notice 
in the Federal Register. We will determine the final priorities and 
definitions after considering responses to this notice and other 
information available to the Department. This notice does not preclude 
us from proposing or funding additional priorities or proposing 
additional definitions, subject to meeting applicable rulemaking 
requirements.

    Note: This notice does not solicit applications. In any year in 
which we choose to use these proposed priorities and definitions, we 
invite applications through a notice in the Federal Register. When 
inviting applications, we designate each priority as absolute, 
competitive preference, or invitational. The effect of each type of 
priority follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by either 
(1) awarding additional points, depending on how well or the extent 
to which the application meets the priority (34 CFR 
75.105(c)(2)(i)); or (2) selecting an application that meets the 
competitive priority over an application of comparable merit that 
does not meet the priority (34 CFR 75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the invitational 
priority. However, we do not give an application that meets the 
invitational priority a competitive or absolute preference over 
other applications (34 CFR 75.105(c)(1)).

Priorities

Background

    Currently, the need for interpreting services exceeds the available 
supply of qualified interpreters. Federal

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legislation, such as the Rehabilitation Act of 1973, as amended, and 
the Education for All Handicapped Children Act of 1975 (Pub. L. 94-142) 
(now called the Individuals with Disabilities Education Act), 
established the legal requirements for communication and language 
access. These requirements led to an increased demand for qualified 
interpreters, outstripped the available pool, and created a serious 
national shortage. The passage of the Americans with Disabilities Act 
of 1990, as amended, further increased the demand for interpreters and 
worsened the national shortage of qualified interpreters. In addition, 
many States have passed, or are now proposing, licensure laws for 
interpreters, requiring interpreters working in these States to meet 
specific qualifications, such as specific levels of education or 
certification, or both. Therefore, due to the ongoing high demand on 
limited resources, the pool of qualified interpreters to provide 
services to VR consumers continues to be insufficient.
    Simultaneously, deaf consumers of interpreting services have become 
more informed and are demanding higher quality interpreting services 
that meet their individual needs. Consumers and consumer organizations 
have expressed interest in being substantively involved in the 
identification, development, and delivery of the educational 
opportunities provided through these proposed priorities.
    In order to train qualified interpreters to better meet the demand 
from consumers and consumer organizations, interpreter educators must 
be sufficient in number and be knowledgeable of current best practices. 
There are, however, very few programs that prepare interpreter 
educators to teach the interpreting process and the skill of 
interpreting. Consequently, many educators teaching at approximately 
137 interpreter training programs throughout the country have had 
little or no opportunity to study how to teach interpretation. One of 
the national projects funded from 2000 to 2004 developed some course 
material to prepare interpreter educators, but this is not yet 
available. The Rehabilitation Services Administration (RSA) will 
disseminate these materials through these projects once they become 
available.
    To address these issues and to contribute toward the education and 
training of a sufficient number of qualified interpreters to meet the 
communications needs of individuals who are deaf or hard of hearing and 
individuals who are deaf-blind, the Assistant Secretary proposes to 
establish priorities for a National Interpreter Education Center and a 
coordinated Regional Interpreter Education Center or Centers working 
with and through Local Partner Networks.

Proposed Definitions

    For the purposes of these priorities, we use the following 
definitions:
    Deaf means individuals who are deaf, hard of hearing, late 
deafened, or deaf-blind. The term makes no reference or judgment of 
preferred mode of communication or language preference.
    Interpreter means individuals, both hearing and deaf, who provide 
interpreting or transliterating, or both, for deaf, hard of hearing, 
and deaf-blind individuals using a variety of languages and modes of 
communication including, but not limited to, American Sign Language, 
Conceptually Accurate Signed English, other forms of signed English, 
oral communication, tactile communication, and cued speech.
    Local Partner Network means a formal network of individuals, 
organizations, and agencies including consumers, consumer 
organizations, community resources, service providers (especially VR 
agencies), VR State coordinators for the deaf, rehabilitation 
counselors for the deaf, and other appropriate entities with whom the 
Regional Interpreter Education Center will have Memoranda of 
Understanding or other recognized mechanisms for the provision of 
educational activities for interpreters.
    National Interpreter Education Center means a project supported by 
RSA to--(1) coordinate the activities of the Regional Interpreter 
Education Centers; (2) ensure the effectiveness of the educational 
opportunities offered by the Regional Interpreter Education Centers; 
(3) ensure the effectiveness of the program as a whole by evaluating 
and reporting outcomes; (4) provide technical assistance to the field 
on effective practices in interpreter education; and (5) provide 
educational opportunities for interpreter educators.
    Novice interpreter means an interpreter who has graduated from an 
interpreter training program and demonstrates language fluency in 
American Sign Language and in English, but lacks experience working as 
an interpreter.
    Qualified interpreter means an interpreter who is able to interpret 
effectively, accurately, and impartially both receptively and 
expressively, using any necessary specialized vocabulary. This 
definition, which is mentioned in the Senate Report for the 
Rehabilitation Act Amendments of 1998, Senate Report 105-166 (Second 
Session 1998), is one way for States to determine if interpreters are 
sufficiently qualified and is based on the standard specified in the 
regulations implementing titles II and III of the Americans with 
Disabilities Act of 1990.
    Regional Interpreter Education Center means a coordinated regional 
center to provide quality educational opportunities for interpreters at 
all skill levels.
    Training and education will be used interchangeably.

Proposed Priority 1--National Interpreter Education Center

    The purpose of this priority is to support a National Interpreter 
Education Center (National Center) to coordinate the activities of the 
Regional Interpreter Education Centers, to ensure the effectiveness of 
the educational opportunities offered by the Regional Interpreter 
Education Centers, to ensure the effectiveness of the program as a 
whole by evaluating and reporting outcomes, to provide technical 
assistance to the field on effective practices in interpreter 
education, and to provide educational opportunities for interpreter 
educators. In conducting its activities, the National Center must 
ensure the provision of quality educational opportunities with 
substantial consumer involvement throughout the process and with a 
specific focus on interpreting for consumers of VR services.
    The National Center funded under this priority must do the 
following:
    (a) Identify and promote effective practices in interpreter 
education and provide technical assistance to the Regional Interpreter 
Education Centers and the field on effective practices in interpreter 
education.
    (b) Provide educational opportunities to working interpreter 
educators who need to obtain, enhance, or update their training on 
effective practices in interpreter education and to new interpreter 
educators.
    (c) Promote improved education of interpreters and coordinate the 
interpreter education activities of the Regional Interpreter Education 
Centers by--
    (1) Developing ``Program Quality Indicators'' for this program, 
including the Regional Interpreter Education Centers, and measuring 
performance against these indicators;
    (2) Conducting education needs assessments and, based on the 
results, developing educational activities for delivery through the 
Regional Interpreter Education Centers;
    (3) Collecting, analyzing, and reporting to RSA the pre- and post-

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assessment data of the educational activities conducted through the 
Regional Interpreter Education Centers;
    (4) Ensuring that educational opportunities are available to 
individuals from a variety of cultural and linguistic backgrounds and 
are sensitive to the needs of those audiences; and
    (5) Ensuring that deaf consumers are involved in every aspect of 
the project.
    (d) Develop effective products for use by the Regional Interpreter 
Education Centers in support of their educational activities for 
interpreters (e.g., CDs, DVDs, Web-based materials, etc.).
    (e) Promote the educational activities of the Regional Interpreter 
Education Centers and disseminate information to the field through 
activities such as-- developing and maintaining a program Web site; 
providing materials to the RSA-sponsored National Clearinghouse on 
Rehabilitation Training Materials; developing and using Web-based 
activities such as e-newsletters, interpreter forums, consumer forums, 
events calendars, etc.; making presentations on results of project 
activities at national conferences related to interpreting and 
interpreter education; and making presentations on results of project 
activities at consumer conferences.
    (f) Collect, evaluate, and report to RSA on qualitative and 
quantitative data on the educational activities of the Regional 
Interpreter Education Centers. Data must be based on clear, measurable 
goals that are clearly linked to results.
    (g) Use the data about the individual educational activities to 
demonstrate overall program effectiveness. Data must be based on clear, 
measurable goals that are clearly linked to results.
    (h) Coordinate all activities conducted under this program, 
including the activities of the National Center and the Regional 
Interpreter Education Centers, to ensure effective use of resources and 
consistency of quality interpreter educational opportunities to 
individuals in all geographic areas of the country.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC, during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the award have been or are being met by the project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practices and improved the quality of 
interpreters.

Proposed Priority 2--Regional Interpreter Education Center or Centers

    The purpose of this priority is to support a coordinated Regional 
Interpreter Education Center or Centers to provide quality educational 
opportunities for interpreters at all skill levels. The educational 
opportunities provided by a Regional Interpreter Education Center, 
through collaboration with Local Partner Networks and with substantial 
involvement from deaf consumers, must be of sufficient scope and 
sequence to demonstrate an increased skill and knowledge base of the 
participants through the use of pre- and post-assessments. The pre- and 
post-assessments will measure the knowledge and skill base of the 
participants, both when first entering the training program and when 
exiting the training program, to demonstrate their enhanced knowledge 
and skills as interpreters as a result of the training opportunity. In 
addition, the primary focus of the educational opportunities must be on 
interpreting for consumers of VR services. Consequently, this means 
educating hearing and deaf interpreters to work with consumers from 
diverse cultural and linguistic backgrounds in diverse environments 
(i.e., urban, rural, low socioeconomic, territories, etc.) and within a 
variety of contexts (i.e., employment, job training, technical, 
medical, etc.).
    Further, the educational opportunities must encompass both skill-
based and knowledge-based topics, provide for both hearing interpreters 
and deaf interpreters, and focus on interpreting for a variety of 
individuals who have communication skills along the full spectrum of 
language from those with limited language skills to those with high-
level, professional language skills. Educational opportunities must be 
provided for interpreters from all skill levels from novice to 
advanced, and the skill level of the training must be clearly 
identified. All training activities must involve cooperative efforts 
with consumers, consumer organizations, community resources, and 
service providers, especially VR agencies, VR State coordinators for 
the deaf, and rehabilitation counselors for the deaf. Delivery of 
educational opportunities may not be limited to traditional methods. 
Distance technologies and delivery, use of teams of deaf and hearing 
presenters, assignment of mentors, immersion experiences, intensive 
institutes, and other innovative practices must be used.
    A Regional Interpreter Education Center funded under this priority 
must do the following:
    (a) Develop formal relationships with Local Partner Networks as 
defined in this notice.
    (b) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement effective practices in interpreter 
education.
    (c) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement the ``Program Quality Indicators'' 
for this program.
    (d) Coordinate with existing interpreter training programs to 
identify and conduct outreach activities with recent and new graduates 
in order to provide training, including mentoring, to make them work-
ready.
    (e) In collaboration with the National Center, Local Partner 
Networks, and consumers, provide skill-based, context-based, and 
knowledge-based interpreter education activities of significant scope 
and sequence to interpreters in the identified region. Products 
developed by the National Center must be incorporated into the 
educational activities to the greatest extent appropriate. Educational 
opportunities must include, but not be limited to--
    (1) Educating deaf individuals and practicing deaf and hearing 
interpreters to serve as mentors and provide mentoring to novice and 
working interpreters who need additional feedback and experience to 
become qualified;
    (2) Addressing the various linguistic and cultural preferences 
within the deaf, hard of hearing, and deaf-blind communities through 
strands of specialized interpreter education;
    (3) Focusing on interpreting in specialized environments such as 
rehabilitation, legal, medical, mental health, or multicultural 
environments, working with specific populations such as deaf-blind, 
oral, tri-lingual, or cued speech users, and improving specific skill 
sets such as sign-to-voice interpreting, team interpreting, sight 
translation, or ethical decisionmaking and professionalism;
    (4) Developing interpretation and transliteration competencies for 
interpreters working with deaf, hard of hearing, and deaf-blind 
individuals with differing modes of communication, including, but not 
limited to, the use of language immersion experiences in

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American Sign Language, Conceptually Accurate Signed English, oral 
communication, tactile communication, and cued speech;
    (5) Using state-of-the-art technologies for training on how to 
deliver interpreter services from remote locations and in handling 
various technologies during interpreter assignments (e.g., microphones, 
assistive listening devices, cameras, lights, etc.); and
    (6) Educating consumers on skills related to self-advocacy and 
working effectively with interpreters.
    (f) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement and deliver the specific educational 
activities identified in the education needs assessments.
    (g) Provide information to the National Center for the purpose of 
promoting the educational activities of the National Center.
    (h) Provide qualitative and quantitative data on the educational 
activities conducted, pre- and post-assessments, portfolios produced, 
participant demographics, and other pertinent information to the 
National Center for the purpose of evaluating program effectiveness.
    (i) Coordinate and collaborate with the other Regional Interpreter 
Education Centers funded by RSA and funded through this priority.
Fourth and Fifth Years of Project
    In deciding whether to continue a project for the fourth and fifth 
years, the Secretary will consider the requirements of 34 CFR 75.253(a) 
for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC, during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the award have been or are being met by the project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practices and improved quality of interpreters.
    (d) Evidence of the degree to which the project's activities have 
served each State within its designated geographic region.

Executive Order 12866

    This notice of proposed priorities and definitions has been 
reviewed in accordance with Executive Order 12866. Under the terms of 
the order, we have assessed the potential costs and benefits of this 
regulatory action.
    The potential costs associated with the notice of proposed 
priorities and definitions are those resulting from statutory 
requirements (section 302(f) of the Act) and those we have determined 
as necessary for administering this program effectively and 
efficiently.
    In assessing the potential costs and benefits--both quantitative 
and qualitative--of this notice of proposed priorities and definitions, 
we have determined that the benefits of the proposed priorities and 
definitions justify the costs.

Summary of Potential Costs and Benefits

    The potential costs associated with these proposed priorities and 
definitions are minimal, while the benefits are significant. Grantees 
may anticipate costs associated with completing the application process 
in terms of staff time, copying, and mailing or delivery. The use of e-
Application technology reduces mailing and copying costs significantly.
    The benefits of the Training of Interpreters for Individuals Who 
Are Deaf or Hard of Hearing and Individuals Who Are Deaf-Blind program 
have been well established over the years in that similar projects have 
been completed successfully. These proposed priorities will generate 
new knowledge through training, technical assistance, and dissemination 
of new information to improve participation in the community for 
individuals who are deaf or hard of hearing or deaf-blind.

Intergovernmental Review

    This program is subject to Executive Order 12372 and the 
regulations in 34 CFR part 79. One of the objectives of the Executive 
order is to foster an intergovernmental partnership and a strengthened 
federalism. The Executive order relies on processes developed by State 
and local governments for coordination and review of proposed Federal 
financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.
    Applicable Program Regulations: 34 CFR parts 385 and 396.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or Adobe 
Portable Document Format (PDF) on the Internet at the following site: 
www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html.

(Catalog of Federal Domestic Assistance Number 84.160 Training of 
Interpreters for Individuals Who Are Deaf or Hard of Hearing and 
Individuals Who Are Deaf-Blind)

    Program Authority: 29 U.S.C. 772(f).

    Dated: October 29, 2004.
Troy R. Justesen,
Acting Deputy Assistant Secretary for Special Education and 
Rehabilitative Services.
[FR Doc. 04-24584 Filed 11-2-04; 8:45 am]
BILLING CODE 4000-01-P