The non-credit Certificate in Educational Interpreting (CEI) program is taught exclusively online and will run from September-May. CEI provides specialized professional development to ASL-English interpreters working in educational settings, and employs innovative teaching by experts in Deaf education and educational interpreting. Upon completion of the program, the interpreter may receive up to 13.0 Continuing Education Units (CEUs) from the Registry of Interpreters for the Deaf.
The program offers three tracks:
Primary Education (K-6)
Secondary Education (7-12)
The online application deadline is June 1. Applicants will receive an email by June 30 with a decision on their application status.
ASLIE is an Approved RID CMP Sponsor for continuing education activities. This certificate is a Professional Studies (PS) program offering up to 13 CEUs at the Some Content Knowledge Level. (The program also includes some instructional material which counts toward RID CMP’s Power, Privilege, and Oppression requirement.) Should you need an accommodation, please contact Lisa Prinzi at firstname.lastname@example.org. This certificate program upholds nondiscriminatory practices and encourages a learning environment which is free from bias and promotes mutual respect.
After completing this program, the interpreter will be able to:
Develop an understanding of the public education system, terminology related to education, institutional hierarchy, the roles and responsibilities of educational personnel, and gaps in support.
Develop an understanding of federal regulations regarding the public education system (e.g., PL 94-142 and IDEA) and its impact on deaf students and interpreters in education (external demands; interpersonal demands).
Discuss the foundational differences (and similarities) between spoken English and American Sign Language.
Discuss the foundations and premises pertaining to bilingualism and the development of the bilingual child (and bilingual learner).
Discuss the types and degrees of hearing loss and their impact on the child and on the act of educational interpreting.
Discuss the forms of discourse found in educational settings and the design of educational discourse.
Recognize key pragmatic components of given instructional material.
Recognize the key English content to be rendered during typical instructional settings.
For those in the elementary and secondary track: Discuss the responsibilities of the interpreter and other team members as identified in the Individualized Education Program (IEP) and know how to generate (and articulate) input for the IEP team, as well as be able to articulate the rights and responsibilities of parties engaged in the IEP process.
For those in the post-secondary track: Discuss the responsibilities of the interpreter, the educator, and the student, and propose potential options when non-optimal interpreted learning is taking place.
Discuss the meaning of a practice profession approach and professional responsibility.
Identify and discuss strategies and techniques that foster effective communication within educational environments.
Develop an understanding of the role of feedback (giving, receiving, and incorporating feedback) and assessment in the interpreting process: self-assessment, peer-directed, instructor- or supervisor-directed, and student-directed.
Recognize issues in the work environment that may create distress within oneself and employ strategies for dealing with emotions.
Analyze ethical dilemmas and apply ethical standards and practices via case conferencing and supervision.
Examine how power, privilege, and oppression impact the interpreted event.
You will need a high-speed internet connection, a microphone, and a webcam.
The Deaf and Hard-of-Hearing Learner: Realities of an Interpreted Education
This course will focus on the challenges of Deaf and hard-of-hearing learners in a mainstream setting where students may experience linguistic, cognitive, and social deprivation.
Educational Discourse and Educational Outcomes
This course exposes interpreters to the array of discourse typically used in educational settings. Interpreters will study the formulaic design of educational curriculum as well as the typical discourse behaviors educators use while teaching (ex: initiate, respond, reevaluate, restate). Interpreters will be exposed to educational curriculum forms (e.g., internal curriculum, overt curriculum, hidden curriculum, and null curriculum).
Analysis and Translation of Educational Discourse
This course will continue to hone interpreters’ ability to analyze educational discourse function and style. Interpreters will generate ASL versions of spoken English instructional discourse (paraphrase, translation, and back-translation). Interpreters will learn methods for mentoring peers and have opportunities to provide feedback.
Interpretation and Assessment: Grades K-6
Interpreters will develop the ability to analyze and interpret educational discourse across the K-6 curriculum and educational setting.
Interpretation and Assessment: Grades 7-12
Interpreters will develop the ability to analyze and interpret educational discourse across the 7-12 curriculum and educational setting.
Interpretation and Assessment: Postsecondary
Interpreters will develop the ability to analyze and interpret educational discourse across the postsecondary educational setting.
Performance Analysis and Feedback
This course will focus on the role of performance analysis and feedback in the interpreting process. Interpreters will develop the ability to participate in feedback conversations with students, peers, instructors, and supervisors.
Multicultural Education: Advocacy and Allyship in Educational Settings
This course will explore cultural diversity in educational settings. Interpreters will develop an awareness and deeper understanding of cultural diversity issues, specifically in relation to audism and ableism.
Interpreting as a Practice Profession
Interpreters will develop the ability to analyze ethical dilemmas and apply ethical standards and practices via case conferencing.
Wellness & Self-Care for Interpreters
This course will focus on the role of self-care and wellness for interpreters working in educational settings.
You may use the online application form to apply for acceptance into the NTID Certificate in Educational Interpreting program.
Lisa Prinzi has worked as an interpreter for more than 20 years with specialized training in educational interpreting. She obtained her associate degree in educational interpreting in 2001 and her bachelor’s degree in American Sign Language-English interpretation in 2004, both from the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology (RIT). She also earned her master’s degree in secondary education of students who are deaf or hard of hearing from NTID at RIT in 2007.
Lisa is currently on the teaching faculty as an Assistant Professor at RIT/NTID in the department of ASL and Interpreting Education. She teaches core interpreting skills courses in the bachelor’s degree program as well as courses in the CEI program. Lisa completed her Ph.D. in educational culture, policy, and society from the State University of New York at Buffalo in 2020. Her dissertation examined both formerly mainstreamed deaf students’ and interpreters’ perspectives on how interpreting services impacted deaf students’ experiences in mainstream classrooms.
Dr. Lisa Prinzi, Program Coordinator and Instructor
ASL and Interpreting Education
National Technical Institute for the Deaf
Rochester Institute of Technology
60 Lomb Memorial Drive
Rochester, New York 14623 Lisa.Prinzi@rit.edu