Using Spanish-Speaking Interpreters in Special Education

An increasing Hispanic population, with its diverse academic needs, presents a challenge for public schools. The lack of available bilingual and other appropriately trained personnel who can effectively interact with Spanish-speaking students and parents magnifies this challenge, especially when students are considered for special education placement. In such situations, interpreters are needed to communicate with parents. This article proposes criteria for selecting interpreters, discusses responsibilities of, and potential problems in using, interpreters, and suggests elements of a management system and training program for interpreters and those who rely on their services.