Sign language interpreting is a rapidly expanding field.

![](https://rid.org/wp-content/uploads/2023/03/Interpreter-Resources.jpg)

Resources[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/
"Posts by kamille@websitehealthplan.com")2025-03-03T16:29:49+00:00

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Current Executive Orders

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For Interpreters

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Standard Practice Papers

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Position Statements

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For the Consumer

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[RID FAQs](https://rid.org/faqs/)

# Presidential Executive Order Resources

### Resources regarding recent Presidential Executive Orders.

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#### Executive Orders and White House Information

  * **[Presidential Actions](https://www.whitehouse.gov/presidential-actions/) **– White House Administration
  * **[What is an Executive Order and how is it different from a law?](https://www.aclu.org/news/privacy-technology/what-is-an-executive-order-and-how-does-it-work) **– American Civil Liberties Union (ACLU)
  * [**Executive Order FAQs**](https://content.govdelivery.com/accounts/USEEOC/bulletins/3d0a360) - US Equal Employment Opportunity Commission
  * [**Executive Orders affecting charitable nonprofits**](https://www.councilofnonprofits.org/files/media/documents/2025/chart-executive-orders.pdf) – National Council of Nonprofits

#### DEIA Offices, Programs and Initiatives

  * **[DEI in Government and Private Sector](https://www.pillsburylaw.com/en/news-and-insights/trump-anti-dei-executive-orders.html)** - Pillsbury Law
  * **[Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives](https://chcoc.gov/content/further-guidance-regarding-ending-deia-offices-programs-and-initiatives)** - Chief Human Capital Officers Council
  * **[Additional DEIA Guidance to Agencies](https://meritalk.com/articles/opm-issues-additional-deia-guidance-to-agencies/) **- Office of Personnel Management 
    * _A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is _not included_ in the anti-DEIA executive orders._

# For the Interpreter

### The what and why of interpreting.

#### The expectations and standards for you to know.

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#### About Interpreting

####  ____Professional Practice Papers

  * [Deaf Interpreter](https://festive-ballyhoo.flywheelstaging.com/wp-content/uploads/2025/01/RID-P3-Deaf-Interpreter.pdf) (2024)

#### ____Standard Practice Papers

RID’s Standard Practice Papers (SPPs) articulate the consensus of the
membership in outlining standard practices and positions on various
interpreting roles and issues. You may print out the SPPs below and then make
the number of copies needed.

  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007)

New:

  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014)
  * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014)

#### ____The Field of Interpreting – Opportunities and Growth

The field of interpretation is currently in an exciting period of growth as a
career profession. As we work to eliminate the perception of interpretation as
just a “job” that any individual with an interest can undertake, we are seeing
the field gain momentum in reputation that encompasses quality and respect.
With supply not meeting the current demand, interpreters have become an
invaluable tool in communication access between Deaf and hard-of-hearing
individuals.

Interpreting is a human service-related field that is utilized in a myriad of
different life situations, such as medical, mental health, law, education,
etc. An interpreter, who must uphold the [Code of Professional
Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of-
professional-conduct/), is a bilingual and bicultural professional working in
a true profession and should be regarded as such.

Because interpreters are key to communication access, RID strives to maintain
high [standards](https://festive-
ballyhoo.flywheelstaging.com/about/resources/#fortheconsumer) for members in
various ways, including credentials, continuing education, and standard
practice papers.

If you are thinking of interpreting as a career, we hope that this information
will be helpful in your decision-making process. If you need more information,
please do not hesitate to contact [RID Headquarters](mailto:members@festive-
ballyhoo.flywheelstaging.com). Learn more about interpreting as a career in
the section below **Why You Should Become a RID Certified Interpreter**.

#### ____The Art of Interpreting….

  * Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals;
  * Enhances the quality of interaction between the Deaf and hard-of-hearing communities;
  * Serves as a tool in bridging communication gaps;
  * Is a profession that is highly dynamic and sophisticated;
  * Offers a career that allows one to grow with each knowledge building experience.

#### ____What It Takes

  * A committed individual to not only achieve certification but to also maintain and grow the skills needed
  * Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality
  * A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting
  * An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills

#### ____Practice of Interpreting

Sign language interpreting is a rapidly expanding field. Schools, government
agencies, hospitals, court systems and private businesses employ interpreters.
Interpreters work in a variety of settings including medical, legal,
religious, mental health, rehabilitation, performing arts and business.

The interpreting field is experiencing an increase in demand for qualified
interpreters. This is due, in part, with the advent of Video Relay Service
(VRS) and Video Remote Interpreting (VRI). These services offer consumers
access to real-time visual communication with the hearing community. As the
methods of communication increase between the Deaf and hearing communities
through technological advancements, we will also experience an increase in
demand for the number of qualified interpreters to be utilized through these
techniques.

#### ____Interpreters Make Communication Possible

Sign Language/spoken English interpreters are highly skilled professionals
that facilitate communication between hearing individuals and the Deaf or
hard-of-hearing. They are a crucial communication tool utilized by all people
involved in a communication setting. Interpreters must be able to listen to
another person’s words, inflections and intent and simultaneously render them
into the visual language of signs using the mode of communication preferred by
the deaf consumer. The interpreter must also be able to comprehend the signs,
inflections and intent of the deaf consumer and simultaneously speak them in
articulate, appropriate English. They must understand the cultures in which
they work and apply that knowledge to promote effective cross-cultural
communications.

#### ____More Than Fluency

Interpreting requires specialized expertise. While proficiency in English and
in sign language is necessary, language skills alone are not sufficient for an
individual to work as a professional interpreter. Becoming an interpreter

  * Is a complex process that requires a high degree of linguistic, cognitive and technical skills;
  * Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed;
  * Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality;
  * Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting.

The Americans with Disabilities Act requires the provision of qualified
interpreters in a variety of settings. It states that “To satisfy this
requirement, the interpreter must have the proven ability to effectively
communicate…”  
One important measure of an interpreter’s proven ability is professional
credentials. Credentials are obtained by taking and passing an assessment of
your skills. RID provides testing for national certification.

#### ____All Types of Sign Language

Sign language is no more universal than spoken languages. American Sign
Language (ASL) is the language used by a majority of people in the Deaf
community in the United States, most of Canada (LSQ is used in Quebec),
certain Caribbean countries and areas of Mexico. Other areas of the world use
their own sign languages, such as England (British Sign Language) and
Australia (Australian Sign Language).

American Sign Language (ASL) is a distinct visual-gestural-kinesthetic
language. While it borrows elements from spoken English and old French sign
language, it has unique grammatical, lexical and linguistic features of its
own. It is not English on the hands.

Because ASL is not English, educators have developed a number of signed codes
which use ASL vocabulary items, modify them to match English vocabulary, and
put them together according to English grammatical rules. These codes have
various names including Signed Exact English (SEE) and Manual Coded English
(MCE). Additionally, when native speakers of English and native users of ASL
try to communicate, the “language” that results is a mixture of both English
and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed
English) or contact signing.

_______________________________________________________________________

Whether you are a beginner, an advanced signer or a Child of a Deaf Adult
(CODA), RID is here to help you understand what it takes to become a
professional and qualified interpreter. Fascination with sign language and/or
the desire to “help” are admirable, but these alone are not qualifications to
be interpreting for persons who are Deaf or hard of hearing. Patience,
persistence, dedication and professional training are just some of the few key
elements that are crucial to becoming a successful interpreter.

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#### Why You Should Become a RID Certified Interpreter

####  ____What Interpreting is and How to Get Started

#### **Interpreting:**  _the act of conveying meaning between people who use
signed and/or spoken languages_

Professional sign language interpreters develop interpreting skills through
extensive training and practice over a long period of time. Before committing
to this profession, it is imperative that you prepare yourself for the
expectations, requirements and standards that will be asked of you.

Below are a few resources that will help guide you along the process:

  * [DiscoverInterpreting.org](http://www.discoverinterpreting.org/)  
Discover Interpreting was established from a grant issued by the U.S.
Department of Education Rehabilitation Services Administration, CFDA 84.160A
and 84.160B, as a response to the ASL interpreter shortage. This is an
excellent tool to help inspire individuals who are interested in pursuing a
career in the field of interpreting, close the “gap” between graduation and
certification, and to increase the number of qualified interpreters.

  * [The Commission on Collegiate Interpreter Education](http://ccie-accreditation.org/)  
CCIE was established to promote professionalism in the field of sign language
interpreter education through an accreditation process. This site provides a
list of accredited programs to help you prepare to enter the field of
interpreting.

  * [Interpreter Training and Preparation Programs](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing)  
These programs provide you with the education and knowledge base to develop
the skills to become an interpreter.

***NEW* View an intensive spreadsheet of available 2 and 4 year ITP
programs[HERE](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing)**  
**(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and
CCBC)**

  * [RID’s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/)  
RID’s Certification Programs measure your knowledge and skill level and
provides you with the appropriate level credentials for your testing skills.

  * [NAD-RID Code of Professional Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of-professional-conduct/)  
The NAD-RID Code of Professional Conduct sets the standards to which all
certified members of RID are expected to adhere.

  * [RID’s Standard Practice Papers](https://festive-ballyhoo.flywheelstaging.com/about/resources/#spp)  
RID’s Standard Practice Papers (SPPs) articulate the consensus of the
membership in outlining standard practices and positions on various
interpreting roles and issues. These SPPs are excellent resources to educate
all interpreters as well as hearing and deaf clients, the general public,
business contacts, school personnel, doctors and nurses, etc. See the section
above for our SPPs.

  * [RID Affiliate Chapters and Local Chapters](https://festive-ballyhoo.flywheelstaging.com/rid-regions-chapters/affiliate-chapters/)  
Your affiliate or local chapter can serve as an excellent source for guidance,
mentorship and information.

#### ____ASL Fluency and Learning the Language

How long does it take to become fluent in Japanese, Russian or any other
foreign language? Language fluency, be it spoken or visual, requires time,
dedication, study, immersion in the language community, and constant practice.
While you may have the potential to handle communication of simple concepts of
daily life after just three classes, it will most likely take you years to be
comfortably fluent in native conversations at normal rates discussing complex
topics.

Sign language classes are offered throughout the community at schools and
colleges, churches and recreation departments. Some of these are excellent,
and some are very poor. The classes may be ASL, PSE, SEE or some mixture of
all. Instructors may be experienced, professional educators, or people who
have only taken a few classes themselves. Buyer beware!

Some things to consider or ask when choosing a class:

  * **Is the instructor native or near-native fluent in American Sign Language (ASL)?** Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves.
  * **Is the instructor involved in the Deaf community and with professional organizations?** It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA).
  * **What do you know about the organization offering the class?** What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics?
  * **Does the Deaf community support this class and organization?** People who are native ASL signers and involved in the Deaf community see “graduates” from various classes. Seek their guidance on which classes they recommend?
  * **What has become of previous graduates of the class?** What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed?

#### ____Interpreter Education Programs

An interpreter program is a formalized education program with a dedicated
curriculum that is offered through a college, university or technical school
that prepares students for a career in the field of interpreting. There are
college and university programs around the country. A majority offer associate
degrees in interpreting, but the number of bachelor programs is increasing.
Additionally, a handful of schools offer master degrees in interpreting.

For a list of available programs [click here](https://myaccount.festive-
ballyhoo.flywheelstaging.com/Public/Search/Organization.aspx). Please note
that this may not be a complete, up-to-date list. To confirm that the program
is accredited, you can visit [www.ccie-accreditation.org](http://www.ccie-
accreditation.org/). Please contact your local college, university or
technical school to see what programs they may offer, if any. Also, contact
your [affiliate or local chapter](https://festive-
ballyhoo.flywheelstaging.com/membership/affiliate-chapters/) for more
information on interpreting programs in your area.

#### ____Preparation for Earning Credentials

Beginning July 1, 2012, exam candidates will be required to hold a degree (any
major) or submit an approved [Educational Equivalency
Application](https://festive-ballyhoo.flywheelstaging.com/rid-certification-
overview/alternative-pathway/). recorded in their RID account. While you may
receive a degree in any field, one may find the background, skills development
and theory learned in a recognized interpreter program are extremely
beneficial in getting your national certification.

Most interpreter education programs provide you with the knowledge and skills
to begin pursuing an interpreting career as well as a foundation to begin
preparing for certification. Completion of a program is more like a driver’s
permit that lets you operate in certain protected situations. Continued
practice, participation in workshops and training experiences, and work with
mentors will help prepare you to earn your certification. And certification
opens many doors to a successful career for you in the interpreting
profession.

#### ____Choosing a Degree Option

To be a successful interpreter, you need a wide range of general knowledge. A
degree is an important way to gain that knowledge. The higher the degree, the
more diverse and complete your general knowledge will be. In many interpreting
jobs in school systems, your salary is partly based on your degree.
Interpreting is a very complex task and requires a high degree of fluency in
two languages. Will you be able to master the language and the interpreting
task during the length of the program you are considering?

In general, the more education a person can get, the better they will do. But,
the quality of the education is important as well. Here are some questions to
consider when choosing a program:

  * Is the program up-to-date and well respected by the Deaf and interpreting communities?
  * Are its faculty members affiliated with and actively involved in professional organizations?
  * What kind of credentials do they have?
  * Are the program graduates working in the field and getting their credentials?
  * What kinds of resources are available to students and faculty?

#### ____Interpreting as a Career

There is a strong need for qualified interpreters with credentials as we are
currently experiencing a period in the interpreting field where supply is not
keeping up with demand. The greatest demand for interpreters is in medium-to-
large cities. The more mobile you are, the more likely you are to find an
interpreting job.

Interpreters typically fall in one of three categories:

  * Agency interpreter, meaning that you are employed by an agency that provides you job assignments.
  * Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base
  * Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services

#### ____Join RID

You don’t have to wait until you are a practicing interpreter to become a RID
member. Join today and enhance your networking opportunities within the field
of professional interpreting.

If you already interpret out in the community but are not yet RID certified,
you qualify to join as an Associate member. If you are a student in an
Interpreter Training Program, you can join as a Student member.

If you are neither of the above yet still want to reap the
[benefits](https://festive-ballyhoo.flywheelstaging.com/membership/benefits/)
of membership, then join as a Supporting member.

Learn more about [RID membership](https://festive-
ballyhoo.flywheelstaging.com/membership/).

__

#### Further Interpreting Resources

####  ____Educational Interpreters Overview

_The more unified we become as an overall profession, the greater our voice
and the more impact we will have._

Educational Interpreters have always been an important part of the mission and
programs of RID. For many years, RID has received feedback from educational
interpreters that they were overlooked as a population by the majority of
publications,  _VIEWS_ articles, conferences and workshops that we provide.

Realizing that RID would have a greater voice and a larger volume of impact if
we embraced other populations in the interpreting profession, we have taken
great strides to become more inclusive to the educational interpreter and
wholeheartedly welcome you into RID’s membership.

**EIPA-RID Agreement**

From the fall of 2006 to the summer of 2016, RID recognized individuals who
passed the Educational Interpreter Performance Assessment (EIPA) written and
performance tests at the level of 4.0 or higher as certified members of the
association.

[Board Approved
Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing)  
[Overview of K-12 Educational Interpreting Standard Practice
Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing)

**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT**

The Educational Interpreter Resources Toolkit, which was prepared by the 2007
– 2009 Educational Interpreting Committee (EIC), serves as an excellent
resource tool to assist educational interpreters in the work they do.

This Resources Toolkit may serve as your ‘Home Base’ in discovering tools that
can assist you in getting valuable information for the work you do serving
students in the educational setting, K-12.

[Educational Interpreter Resources Toolkit (full
document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing)

  * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing)
  * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing)
  * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing)
  * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing)
  * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing)
  * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing)
  * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing)
  * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing)

**OTHER RESOURCES**

The Educational Interpreter Committee (EIC), in collaboration with the
Interpreters in Educational and Instructional Settings (IEIS) member section
conducted two surveys during their 2007-2009 term; a survey of both RID
affiliate chapter presidents and interpreters working in educational settings.
The purpose of the surveys were, respectively speaking, to: learn what
affiliate chapter presidents know about and were doing for educational
interpreters and to discover what educational interpreters know about and
found value in RID affiliate chapters.

[Affiliate Chapter Survey
Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing)

[Educational Interpreters Survey
Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing)

For detailed information about the books, reference materials and publications
we offer to interpreters, please visit our online store. Some of the titles of
relevant publications to the educational interpreter include:

“Educational Interpreting: A Collection of Articles From VIEWS” by various
authors and “Encounters With Reality: 1001 Interpreter Scenarios” by Brenda
Cartwright

#### ____Scholarships & Awards

> **The scholarship program is undergoing some changes and updates to better
> serve our membership. Once it is ready, we will make an announcement. Thank
> you for your support and patience!**

The [RID Scholarships and Awards program](https://festive-
ballyhoo.flywheelstaging.com/scholarships-and-awards/) recognizes our
colleagues who have made a significant impact on our lives, careers, and the
interpreting profession. These awards serve as a small tribute to their
sustained contributions to the profession.

We all have someone who has impacted our lives in one way or another, whether
a mentor who has provided the necessary guidance and advice, a friend who
demonstrates true commitment, a teacher who pushes us to reach our potential
or a colleague who inspires us and sets new standards for success.

The recipients of these awards are the individuals who have gone the extra
mile for the profession; have served as role models, teachers, trainers,
mentors, or colleagues; or have just been there as a support and confidante.
They have achieved personal success and have now dedicated themselves to the
betterment of the profession as a whole. In short, they are inspiring
motivators for all of us.

Contact [Member Services](mailto:members@festive-ballyhoo.flywheelstaging.com)
with any questions about [RID’s scholarships and awards](https://festive-
ballyhoo.flywheelstaging.com/scholarships-and-awards/).

#### ____Interpreter Associations

**[Interpreter Associations](https://festive-
ballyhoo.flywheelstaging.com/about-rid/about-
interpreting/resources/#93d665deb55563576)**

**[Conference of Interpreter Trainers](http://www.cit-asl.org/) **– CIT is the
professional organization of interpreter educators. This site also provides
information about the Commission on Collegiate Interpreter Education, the
accreditation body for interpreting programs.

**[Mano a Mano](http://manoamano-unidos.org/) **– Mana a Mano is a national
organization of interpreters who work in Spanish-influenced setting.
[http://www.manoamano-unidos.org](http://www.manoamano-unidos.org/)

National Alliance of Black Interpreters, Inc. – NAOBI is the national
association that supports sign language interpreters from the African
diaspora.

**[Association of Visual Language Interpreters of
Canada](http://www.avlic.ca/) **– AVLIC is RID’s counterpart in Canada – it is
the only certifying body for ASL-English interpreters in Canada. AVLIC was
established in 1979 and has several Affiliate Chapters across the country.

**[European Forum of Sign Language Interpreters](http://www.efsli.org/) **–
EFSLI is a membership organization of sign language interpreters from both in
and out of the European Union.

**[Sign Language Interpreters Association of New
Zealand](http://www.slianz.org.nz/) **– SLIAZ is a national professional
association which represents and advances the profession by informing members
and consumers and promoting high standards of practice and integrity in the
field.

**[World Association of Sign Language Interpreters](http://www.wasli.org/)** –
WASLI was established 23 July 2003 during the 14th World Congress of the World
Federation of the Deaf in Montreal Canada with the aim to advance the
profession of sign language interpreting worldwide.

#### ____International Inquiries

**[SignedLanguage](http://www.signedlanguage.co.uk/) **– SignLanguage offers a
unique reference point on sign language and communication basics. This Web
site has brought together expert information and a look at British Sign
Language (BSL) along with the histories.

**[World Association of Sign Language Interpreters](http://www.wasli.org/) **–
WASLI was established 23 July 2003 during the 14th World Congress of the World
Federation of the Deaf in Montreal Canada with the aim to advance the
profession of sign language interpreting worldwide.

# Standard Practice Papers

### The standards of interpreting.

#### SPP and PPP

 __

#### Standard Practice Papers (SPP)

RID’s Standard Practice Papers (SPPs) articulate the consensus of the
membership in outlining standard practices and positions on various
interpreting roles and issues. You may print out the SPPs below and then make
the number of copies needed.

#### ____An Overview of K-12 Educational Interpreting (2010)

Qualified educational interpreters/transliterators are a critical part of the
educational day for children who are deaf or hard of hearing. This paper
addresses the legal requirements, roles and duties of the educational
interpreter, including qualifications, and guidelines for districts when
hiring an educational interpreter. **[READ MORE
HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?resourcekey=0-jnjsQc4h3kNiklD2-lstcw)**

#### ____Video Remote Interpreting (2010)

Video remote interpreting (VRI) is a fee-based interpreting service conveyed
via videoconferencing where at least one person, typically the interpreter, is
at a separate location. As a fee based service, VRI may be arranged through
service contracts, rate plans based on per minute or per hour fees, or charges
based on individual usage. **[READ MORE
HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?resourcekey=0-YOQxuCzvZ9CTkEXGzJoGVw)**

#### ____Use of a Certified Deaf Interpreter (1997)

A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of
hearing and has been certified by the Registry of Interpreters for the Deaf as
an interpreter. In addition to excellent general communication skills and
general interpreter training, the CDI may also have specialized training
and/or experience in use of gesture, mime, props, drawings and other tools to
enhance communication. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?resourcekey=0-DOFw0jDu1kIDMlsVKhi29g)

#### ____Interpreting in Legal Settings (2007)

Legal interpreting encompasses a range of settings in which the deaf person
interacts with various parts of the justice system. Legal interpreting
naturally includes court interpreting; however, a legal interpreter’s work is
not restricted to the courtroom. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?resourcekey=0-seKp0-n6lRIuGAhkqQpXzA)

#### ____Interpreting in Mental Health Settings (2007)

This Standard Practice Paper addresses the unique challenges faced by
interpreters working in mental health settings and the skill set needed to
successfully meet those challenges. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?resourcekey=0-OydUcyRlK3pR2UO9PZNK0A)

#### ____Interpreting in Religious Settings (2007)

Religious interpreting occurs in settings which are spiritual in nature. These
settings can include worship services, religious education, workshops,
conferences, retreats, confession, scripture study, youth activities,
counseling, tours and pilgrimages, weddings, funerals and other special
ceremonies. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?resourcekey=0-9-BgUEu3CZoLuOpGba0DLQ)

#### ____Video Relay Service Interpreting (2007)

Video relay service (VRS) is a free telephone relay service using video
technology to allow deaf and hard of hearing persons to make and receive phone
calls using American Sign Language (ASL). VRS, as an industry, has grown
exponentially since its inception in 2000 as an offshoot of traditional
Telecommunications Relay Service (TRS) or text-based relay services. [**READ
MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?resourcekey=0-cBK7BOKqlqCt9n-mcRyLow)

#### ____Interpreting in Health Care Settings (2007)

Effective communication between consumers who are deaf and health care
providers is essential. When the consumers and health care providers do not
share a common language, a qualified sign language interpreter can facilitate
communication. A consumer who is deaf could be the patient, a relative or
companion who is involved in the patient’s health care. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?resourcekey=0-mEpGCxK5tyn2QS4OoT5iyg)

#### ____Self-Care (2007)

Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an
unbelievable 80 percent. The New York Times called RSI “the epidemic of the
90s and beyond.” More than 9.5 million U.S. workers were stricken with RSI in
the last year alone including journalists, computer users, cashiers, surgeons,
assembly line workers, meat processors and, of course, interpreters, to name a
few. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?resourcekey=0-nPypT6scxD45r3svXC8hdA)

#### ____Coordinating Interpreters for Conferences (2007)

The purpose of this paper is to provide you, the conference interpreter
coordinator(s), with information that will support your work ensuring
conference communication access for deaf, hard of hearing and/or Deaf-blind
participants. The links you will find throughout this text will supplement,
further explain and/or provide samples of tools you may use or modify for your
work. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?resourcekey=0-16BMLLhCwCHJuVpIYXJSOw)

#### ____Team Interpreting (2007)

Team interpreting is the utilization of two or more interpreters who support
each other to meet the needs of a particular communication situation.
Depending on both the needs of the participants and agreement between the
interpreters, responsibilities of the individual team members can be rotated
and feedback may be exchanged. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?resourcekey=0-MzvKxpp1Ie1Dr7VkM_7yVQ)

#### ____Multiple Roles (2007)

Interpreters work in a variety of settings and situations; some are employees
of institutions, agencies and companies, and some are self-employed.
Interpreters who are self-employed are less likely to encounter situations in
which non-interpreting duties are expected of them. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?resourcekey=0-d1KZSQQjXEpAZBCmy3x1Nw)

#### ____Interpreting for Individuals who are Deaf-Blind (2007)

The spectrum of consumers who utilize Deaf-Blind interpreting services
consists of individuals with differing degrees of vision loss and hearing
loss. The amount and type of vision and hearing a person has determines the
type of interpreting that will be most effective for that individual. [**READ
MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?resourcekey=0-jfIYZ9Z1iABP58-FCCfd7g)

#### ____Oral Transliteration (2007)

Oral transliterators, also called oral interpreters, facilitate spoken
communication between individuals who are deaf or hard of hearing and
individuals who are not. Individuals who are “oralists” use speech and
speechreading as their primary mode of communication and may or may not know
or use manual communication modes or sign language. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?resourcekey=0-MIl419NwbnBTk8Gail988w)

#### ____Professional Sign Language Interpreting (2007)

Sign language interpreting makes communication possible between people who are
deaf or hard of hearing and people who can hear. Interpreting is a complex
process that requires a high degree of linguistic, cognitive and technical
skills in both English and American Sign Language (ASL). [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?resourcekey=0-IKj5MbmP9sN8ROzHoBaNOQ)

#### ____Business Practices: Billing Considerations (2007)

RID does not dictate or restrict business practices. It does however, expect
interpreters to conduct business in a manner consistent with the NAD-RID Code
of Professional Conduct. There are regional differences in billing practices
for interpreting services. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?resourcekey=0-AS4cOOL3gtf_mWP6OSoGuA)

#### ____Mentoring (2007)

RID believes that the mentoring relationship is of benefit to consumers of
interpreting services as well as to those in the interpreting profession. Each
mentoring situation is unique depending upon the individuals involved and the
goals of the relationship. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?resourcekey=0-mjRNxnPhPa6urtfEa-
AVEg)

#### ____Performing Arts (2014)

Interpreting for the performing arts spans the full spectrum of genres from
Shakespeare to new works, including but not limited to children’s theatre,
musical theatre, literary readings, concerts, traditional and non-traditional
narratives. This type of interpreting happens on traditional stages for local
companies, for touring shows, in alternative spaces, museums and galleries,
and in educational settings, to name a few. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?resourcekey=0-21DYYvrc7D7Cr1
--L_hGGg)

#### ____Professional Sign Language Interpreting Agencies (2014)

This paper considers “interpreting agency” to include both non-profit and for-
profit entities, as well as those individuals and groups who coordinate sign
language interpreting services in larger organizations such as school
disability services coordinators, etc. [**READ MORE
HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?resourcekey=0-cpasr79Lm_PPww9aYqVraQ)

__

#### Professional Practice Papers (P3)

#### ____Deaf Interpreter (2024)

The Registry of Interpreters for the Deaf, Inc. (RID), the national
professional association of sign language interpreters in the United States,
created this Professional Practice Paper (P3) to introduce the work of Deaf
interpreters (DIs) as a generalist practitioner. Historically, Deaf
individuals have provided ad hoc interpreting services within the Deaf
communities. Although RID began credentialing Deaf individuals in 1972, a
severe shortage of certified DIs continues today.**[READ MORE
HERE!](https://rid.org/wp-content/uploads/2025/01/RID-PPP-Deaf-
Interpreter.pdf)**

# Position Statements

### RID's position on important issues.

__

#### RID Position Statements

####  ____RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools
System

The Supreme Court of the United States issued a unanimous opinion on the
matter of Perez v. Sturgis County School System on March 21, 2023. [Read more
here](https://rid.org/rid-naie-joint-position-statement-perez-v-sturgis/).

[ASL version here](https://youtu.be/iZVLWfYH5dM)!

#### ____CDIs at Press Conferences

We, The Registry of Interpreters for the Deaf (RID), recognize the unique
skills and abilities necessary to effectively interpret press conferences and
emergency notifications. [Read more here](https://rid.org/rid-position-
statement-cdis-at-press-conferences/).

[PDF version here](https://rid.org/wp-content/uploads/2023/08/CDIs-at-Press-
Conferences.pdf)!

#### ____LEAD-K Position Statement

In order to promote excellence in interpreting, all interpreters should
demonstrate skill, knowledge, and ability through the attainment of
certification. [Read more here](https://rid.org/lead-k-position-statement/).

[ASL version here](https://youtu.be/6KJ6zKR3zoY)!

#### ____Misrepresentation of Certifications and Credentials

The official RID certifications are listed on this webpage:
[www.rid.org/available-certification/](http://rid.org/available-
certification/). Anything other than those listed are not recognized by RID as
valid credentials or certifications. [Read more
here](https://rid.org/misrepresentation-of-certifications-and-credentials/).

[ASL version here](https://youtu.be/cYQ7J9jkS4E)!

# For the Consumer

### How to provide and what to look for.

#### Understanding what it is and why people need it.

[Search our registry!](https://myaccount.festive-
ballyhoo.flywheelstaging.com/Public/Search/Member.aspx)

__

#### Why Use RID Certified Interpreters

####  ____Why should my interpreter be certified by and/ or a member of RID?

Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized
certifying body of professional American Sign Language interpreters and
transliterators. All members of RID, certified or not, are expected to comply
with the NAD-RID Code of Professional Conduct and are subject to our Ethical
Practices System where a consumer or colleague may file a grievance against
any member who does not comply with the CPC.

[Please view the PDF here to read more about why you should use a RID
certified interpreter.](https://festive-ballyhoo.flywheelstaging.com/wp-
content/uploads/2023/12/Benefit-of-Sourcing-RID-Interpreters.pdf)

#### ____Interpreter Standards

[The Americans with Disabilities Act (ADA)](http://www.ada.gov/) defines
“qualified interpreter” in its Title III regulation as:

> “an interpreter who is able to interpret effectively, accurately and
> impartially both receptively and expressively, using any necessary
> specialized vocabulary.”

This definition continues to cause a great deal of confusion among consumers,
service providers and professional interpreters. While the definition empowers
deaf and hearing consumers to demand satisfaction, it provides no assistance
to hiring entities (who are mandated by ADA to provide interpreter services)
in determining who is “qualified” BEFORE services are provided. This is a
critical point. Without the tools or mechanisms to identify who has attained
some level of competency, hiring entities are at a loss on how to satisfy the
mandates of ADA in locating/providing “qualified” interpreter services.

#### ____Code of Professional Conduct (CPC)

**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.**

Originally, RID, along with the National Association of the Deaf (NAD), co-
authored the ethical code of 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. When in doubt, one should refer to the explicit
language of the tenet.

**Tenets**

  1. Interpreters adhere to standards of confidential communication.

  2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

  3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

  4. Interpreters demonstrate respect for consumers.

  5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

  6. Interpreters maintain ethical business practices.

  7. Interpreters engage in professional development.

Click here to access the full version of the [RID Code of Professional
Conduct](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf)

Accessible link:
<https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf>

[Código de Conducta Profesional de la NAD-RID en
Español](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:0b7ad0cc-80f1-3953-ba53-0fdd384813a3)

**_The 2022 ASL version of the CPC was filmed and produced
by[Blue20](http://www.theblue20.com/)._**

#### ____RID Setting the Standard

Attempting to take over where the ADA leaves off with this definition, RID, in
its role as the national association representing the profession, strives to
maintain high standards for its members – above and beyond that required by
the ADA. This elevates the interpreter holding RID credentials and sets the
bar for interpreting services throughout the profession.

Possessing RID certification is a highly valued asset for an interpreter and
helps you to stand above the rest. For the betterment of the profession and
the service to the consumer, RID has a tri-fold approach to the standards it
maintains for its membership:

  * [RID’s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/ "Certification Overview") strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility.
  * [Certified Maintenance Program (CMP)](https://festive-ballyhoo.flywheelstaging.com/programs/certification-maintenance/ "Certification Maintenance Program") is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished
  * [Ethical Practices System (EPS)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/) and [Code of Professional Conduct (CPC)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/code-of-professional-conduct/) are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere.

[Learn more about RID’s Standard Practice Papers>>](https://festive-
ballyhoo.flywheelstaging.com/programs/ethics/#standardpracticepapers)

#### ____The Growth of the Profession

The growth and maturation of the profession has also created a movement in
many states to consider state licensure requirements for its interpreters.
Many states have passed the necessary legislation for this requirement. [Learn
more>>](https://festive-ballyhoo.flywheelstaging.com/programs/gap/state-by-
state-regulations/)

In addition to an increased number of state licensure laws, there has also
been a steady increase in the number of interpreter training/preparation
programs (ITPs) available as well as professional training opportunities, such
as workshops and conferences, offered at the local, state, regional and
national level.

#### ____The Future of Interpreting

With these advancements, “standards” or the “norm” for interpreters 15 years
ago are really no longer relevant today.

All professions go through maturation phases. In nursing, there are delineated
differences between an orderly, nurse’s aide, LVN and RN; in law, the same
holds true between a legal secretary, a paralegal and an attorney. In many
professions, such as nursing and law, states have implemented clear-cut
requirements and standards for that profession including timelines and an
organizational structure for when and how these requirements would be met.

We are at a point in the interpreting profession to not only witness but
impact the progress and journey down this path.

#### ____Standard Practice Papers

RID’s Standard Practice Papers (SPPs) articulate the consensus of the
membership in outlining standard practices and positions on various
interpreting roles and issues. You may print out the SPPs below and then make
the number of copies needed.

  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007)
  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007)

New:

  * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014)
  * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014)

__

#### Hiring an Interpreter

####  ____Educational Interpreters

_The more unified we become as an overall profession, the greater our voice
and the more impact we will have._

Educational Interpreters have always been an important part of the mission and
programs of RID. For many years, RID has received feedback from educational
interpreters that they were overlooked as a population by the majority of
publications,  _VIEWS_ articles, conferences and workshops that we provide.

Realizing that RID would have a greater voice and a larger volume of impact if
we embraced other populations in the interpreting profession, we have taken
great strides to become more inclusive to the educational interpreter and
wholeheartedly welcome you into RID’s membership.

**EIPA-RID Agreement**

From the fall of 2006 to the summer of 2016, RID recognized individuals who
passed the Educational Interpreter Performance Assessment (EIPA) written and
performance tests at the level of 4.0 or higher as certified members of the
association.

[Board Approved
Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing)  
[Overview of K-12 Educational Interpreting Standard Practice
Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing)

**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT**

The Educational Interpreter Resources Toolkit, which was prepared by the 2007
– 2009 Educational Interpreting Committee (EIC), serves as an excellent
resource tool to assist educational interpreters in the work they do.

This Resources Toolkit may serve as your ‘Home Base’ in discovering tools that
can assist you in getting valuable information for the work you do serving
students in the educational setting, K-12.

[Educational Interpreter Resources Toolkit (full
document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing)

  * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing)
  * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing)
  * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing)
  * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing)
  * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing)
  * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing)
  * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing)
  * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing)

**OTHER RESOURCES**

The Educational Interpreter Committee (EIC), in collaboration with the
Interpreters in Educational and Instructional Settings (IEIS) member section
conducted two surveys during their 2007-2009 term; a survey of both RID
affiliate chapter presidents and interpreters working in educational settings.
The purpose of the surveys were, respectively speaking, to: learn what
affiliate chapter presidents know about and were doing for educational
interpreters and to discover what educational interpreters know about and
found value in RID affiliate chapters.

[Affiliate Chapter Survey
Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing)

[Educational Interpreters Survey
Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing)

For detailed information about the books, reference materials and publications
we offer to interpreters, please visit our online store. Some of the titles of
relevant publications to the educational interpreter include:

“Educational Interpreting: A Collection of Articles From VIEWS” by various
authors and “Encounters With Reality: 1001 Interpreter Scenarios” by Brenda
Cartwright

#### ____Hire an Interpreter

Don’t be overwhelmed by the process of hiring an interpreter! Let RID help!

As the hiring entity, you have the option to hire individuals directly or
through an interpreter service agency. To begin your search, go to our
searchable database and search by city and/or state. Not all interpreters
and/or agencies are RID members and, as a result, may not be listed. If you
have difficulty finding a resource in your area, [please contact
us](https://festive-ballyhoo.flywheelstaging.com/contact/).

#### ____The process

[ Member Directory](https://myaccount.festive-
ballyhoo.flywheelstaging.com/Public/Search/Member.aspx)

Use this search tool to find contact information for a specific member, verify
an RID member’s certification(s) and search for freelance interpreters using
specific credentials for your assignment. For example, if you need a certified
member who has their legal certification in your city, this is the search tool
to use.

[Interpreter Agency/Referral Service Directory](https://myaccount.festive-
ballyhoo.flywheelstaging.com/Public/Search/Interpreter.aspx)

Use this search tool to find local interpreter referral agencies for upcoming
assignments you have. This is also a great tool to hire an agency for a
contract. When working with an agency, you do not directly contact
interpreters. Instead, the agency does the work for you and matches a working
interpreter to your specific assignment.

_As a non-profit membership association, RID and its affiliate chapters are
not allowed by federal law to give advice as to salary and/or hourly rates.
Rates for interpreters are market driven, vary greatly by region, and are
negotiated between the individual or agency and the hirer._  
_  
RID and its affiliate chapters also do not give advice as to accessibility
issues, such as the Americans with Disability Act (ADA). You should directly
contact the[U.S. Department of Justice and the ADA
Office](http://www.usdoj.gov/crt/ada/adahom1.htm) or other government agencies
that oversee access. For an additional informational resource, please look at
this National Association of the Deaf web page on _[ _Legal
Rights_](http://nad.org/) _._

__

#### Further Consumer Resources

####  ____American Sign Language Related Graphics

[**American Sign Language
Browser**](http://commtechlab.msu.edu/sites/aslweb/browser.htm) – Provides
short video clips showing how to sign words in ASL

#### ____Americans with Disabilities Act (ADA) Information

[**ADA Home Page**](http://www.usdoj.gov/crt/ada/adahom1.htm) – Contains
information and helpful resources pertaining to the Americans with
Disabilities Act (ADA).

**[ADA Tax Incentives Packet](http://www.ada.gov/archive/taxpack.htm) **–
Information from the U.S. Department of Justice about the ADA and tax benefits
for small and large businesses, as well as IRS information.

#### ____CART Services (Communication Access Realtime Translation)

[**Communication Access Information Center**](http://cart-info.org/) –
Sponsored by the National Court Reporters Association, this site has general
information about CART, how to find a provider and what to expect. In
addition, the site discusses different setting where CART is used.

#### ____Deaf/Hard of Hearing Associations

[**American Association of the Deaf-Blind**](http://aadb.org/) – AADB is a
national consumer organization of, by and for deaf-blind Americans and their
supporters. Deaf-blind includes all types and degrees of dual vision and
hearing loss.

[**Coalition of Organizations for Accessible
Technology**](https://ecfsapi.fcc.gov/file/6519869057.pdf) – COAT is a
coalition of over 300 national, regional, state, and community-based
disability organizations, including RID. COAT advocates for legislative and
regulatory safeguards that will ensure full access by people with disabilities
to evolving high speed broadband, wireless and other Internet Protocol (IP)
technologies.

**[National Association of the Deaf](http://www.nad.org/) **– NAD’s mission is
to promote, protect and preserve the rights and quality of life of deaf and
hard of hearing individuals in the United States of America.

**[National Association of State Agencies of the Deaf and Hard of
Hearing](http://nasadhh.org/usa-roster/)** – NASADHH functions as the national
voice of state agencies serving Deaf and Hard of Hearing people and promote
the implementation of best practices in the provision of services.

[**Intertribal Deaf Council**](http://www.deafnative.com/) – IDC is a non-
profit organization of Deaf and Hard of Hearing American Indians whose goals
are similar to many Native American organizations. IDC promotes the interests
of its members by fostering and enhancing their cultural, historical and
linguistic tribal traditions.

**[National Asian Deaf Congress](http://www.nadcusa.org/) **– The NADC
provides cultural awareness and advocacy for the interests of the Asian Deaf
and Hard of Hearing Community.

**[National Black Deaf Advocates](http://www.nbda.org/) **– NBDA’s mission is
to promote leadership development, economic and educational opportunities,
social equality, and to safeguard the general health and welfare of Black deaf
and hard of hearing people.

**[World Federation of the Deaf](http://wfdeaf.org/) **– WFD is an
international non-governmental organization representing approximately 70
million deaf people worldwide. Most important among WFD priorities are deaf
people in developing countries; the right to sign language; and equal
opportunity in all spheres of life, including access to education and
information.

#### ____Disability Advocacy Organizations

**[National Disability Rights Network](http://www.ndrn.org/index.php)** – NDRN
is the nonprofit membership organization for the federally mandated Protection
and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for
individuals with disabilities. Collectively, the P&A/CAP network is the
largest provider of legally based advocacy services to people with
disabilities in the United States.

**[Disabled People’s Association – Singapore](http://www.dpa.org.sg/)** – DPA
is a non-profit, cross-disability organization whose mission is to be the
voice of people with disabilities, helping them achieve full participation and
equal status in the society through independent living.

#### ____Information and Resources on Deafness

**[ADA Hospitality: A Guide to Planning Accessible
Meetings](https://www.adahospitality.org/accessible-meetings-events-
conferences-guide/book) **– The Mid-Atlantic ADA Center and TransCen, Inc.
sponsored the publication in recognition of the 25th anniversary of the
transformational Americans with Disabilities Act of 1990. Helping you
navigate, plan, and create accessible meetings, events, and conferences that
serve all your guests’ needs.

**[Described and Captioned Media Program](http://www.dcmp.org/)** – The DCMP’s
mission is to provide all persons who are deaf or hard of hearing awareness of
and equal access to communication and learning through the use of captioned
educational media and supportive collateral materials. The DCMP also acts as a
captioning information and training center.

**[National Deaf Education Center](http://www3.gallaudet.edu/clerc-
center.html)** – The Laurent Clerc National Deaf Education Center provides a
variety of information and resources on deafness.

**[National Domestic Violence Hotline](http://www.thehotline.org/help/deaf-
services/)** – Resources and help for deaf, deaf-blind or hard of hearing
women trying to leave abusive relationships.

**[National Institute on Deafness and Other Communication
Disorders](http://www.nidcd.nih.gov/) **– One of the National Institutes of
Health, the NIDCD works to improve the lives of people who have communication
disorders. This website focuses on medical information and research.

**[Services for Deaf and DeafBlind women](http://www.adwas.org/) **– ADWAS
provides comprehensive services to Deaf and Deaf-Blind victims/survivors of
sexual assault, domestic violence, and stalking. ADWAS believes that violence
is a learned behavior and envisions a world where violence is not tolerated.

**[Addiction Treatment for Individuals Deaf and
Blind](https://www.addictionresource.net/addiction-recovery-for-hearing-
impaired/) **– Addiction can be a harrowing experience for anyone. Individuals
who are deaf, hard of hearing, blind, or visually impaired can especially find
this experience daunting, as they’re faced with not only overcoming an
addiction, but attempting to find a treatment program that recognizes and
respects their unique challenges.

**[Archdiocese of Washington-Center for Deaf Ministry](https://adw.org/living-
the-faith/special-needs/deaf-ministries/) **– Interpreters who work in
Catholic churches will be interpreting a very different liturgy coming in
Advent of this year. The language used will be much more of a challenge to
interpret. The National Catholic Office of the Deaf has provided this
resource.

## We bring you qualified interpreters for your business.

__

#### Professionalism

Count on our members to foster greater awareness of sign language interpreting
as a professional career, and practice professionalism in their work.

__

#### Ethical

Through RID's Ethical Practices System, ensure that there is an efficient,
effective, and sustainable way to maintain ethical interpreters.

__

#### Trustworthy

Following a CPC is monumental, and knowing that interpreters have a duty to
protect their consumer. Consumers and the public can trust RID certification.

__

#### Commitment

Making a commitment to do right in your work is the tip of the iceberg. Action
is key, and interprets commit to their practice.

[Become an ASL Interpreter](https://myaccount.festive-
ballyhoo.flywheelstaging.com/Login.aspx?ReturnUrl=%2f)

__
