Interpreter requirement change is sought to help break barriers in education

High school sophomore Dov Nathanson has suffered academically because his school would not provide a certified deaf interpreter for him.

He doesn’t want others who are deaf or hard of hearing to experience similar frustration.

A deaf interpreter is one who may not have grown up hearing the sound of a language (unlike an American Sign Language specialist) and is better equipped to help deaf and hard of hearing students process complex information in a classroom, Nathanson told the House Education Finance Committee Thursday.

He testified in support of HF1408, as amended, sponsored by Rep. Jamie Becker-Finn (DFL-Roseville).

Laid over for further consideration, the bill would require sign language interpreters to have one of two statutorily required certifications, including a Certified Deaf Interpreter certification, or completion of certain accredited training programs.

“We are expanding our options for students and families,” Becker-Finn said.

Certified Deaf Interpreter certifications are for individuals who are deaf or hard of hearing, have demonstrated understanding of interpreting in the deaf community and culture, have special training in various communication methods, and have native or near-native fluency in American Sign Language.

Having a qualified interpreter in school can help students, said Jimmy Beldon, co-owner of Keystone Interpreting Solutions.

Many interpreters learn American Sign Language as a second language, but they never have the native cultural experience needed to transmit information to deaf or hard of hearing students, he said. The certification requirement is a step toward building effective communication skills for those who need it the most.

Students have different academic abilities and different learning styles. Schools with pilot projects involving deaf interpreters have shown greater success among students than those reliant on American Sign Language interpreters, he said. Certified Deaf Interpreters also can mentor others providing sign language help in schools.

The certification would enhance language acquisition and content learning for those who don’t have language instruction, said Alicia Lane-Outlaw, government relations director for the Minnesota Commission of the Deaf, DeafBlind & Hard of Hearing. It would provide a true educational opportunity for deaf and hard of hearing students.

The bill would also make employees with the required certifications or credentials for American Sign Language/English interpreters “essential personnel” under statute governing special education aid, which has funding implications for school districts employing such interpreters.

Its companion, SF2291, sponsored by Sen. Jason Isaacson (DFL-Shoreview), awaits action by the Senate Education Finance and Policy Committee.