DCMP.org :: Home Code of Professional Conduct Home | Ethics | Code of Professional Conduct A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. Both organizations uphold high standards of professionalism and ethical conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. The tenets are to be viewed holistically and as a guide to complete professional behavior. Interpreters adhere to standards of confidential communication. Click here to access the full version of the NAD-RID Code of Professional Conduct
Rating System - Educational Interpreter Performance Assessment® - Classroom Interpreting The Educational Interpreter Performance Assessment (EIPA) is a tool designed to evaluate the voice-to-sign and sign-to-voice interpreting skills of interpreters who work in the elementary and secondary school classroom setting. The EIPA evaluates the ability to expressively interpret classroom content and discourse and the ability to receptively interpret student or teen sign language. It is not limited to any one sign language or system. Areas the EIPA Does and Does Not Evaluate Some professional skills can only be assessed by administrators/educators in the school district. History of EIPA Before the early 1990s, the only available methods for evaluating the skills of interpreters were designed to assess skills in individuals who interpreted for adults, not students. In 1991, Boys Town National Research Hospital in Omaha, Nebraska responded by designing and piloting the EIPA. EIPA Training DVD’s About the Authors
Signing Savvy | ASL Sign Language Video Dictionary ASL-STEM Forum | All-topics home Georgia Association of the Deaf | GAD is a state chapter of the National Association of the Deaf Educational Interpreters - Classroom Interpreting Classroom interpreting is more than just knowing how to sign competently. Interpreters must process language quickly and accurately, and they must think about spoken English and sign language simultaneously. Interpreting is also about being able to support the educational goals and outcomes as defined by the student’s Individual Education Plan (IEP). Interpreting for children and youth is different than interpreting for adults. Childhood and adolescence involves development in many important domains – cognitive, social, and linguistic. Educational interpreters have a big job, and there are few road maps. This section describes issues related to interpreting for children, with a focus on social interaction and learning. Interpreters and Children What Does an Educational Interpreter Do?
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