Translation and Interpretation
§ 29.005. Individualized Education Program. [Excerpt] (d) If the child's parent is unable to speak English, the district shall: (1) provide the parent with a written or audiotaped copy of the child's individualized education program translated into Spanish if Spanish is the parent's native language; or (2) if the parent's native language is a language other than Spanish, make a good faith effort to provide the parent with a written or audiotaped copy of the child's individualized education program translated into the parent's native language.
§ 300.322 (e) The public agency must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP team meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.
34 CFR § 300.503(c) Notice in understandable language. (1) The notice required under paragraph (a) of this section must be - (i) Written in language understandable to the general public; and (ii) Provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so.
What We Do
Requirements for Translator/Interpreter
For translation/interpretation of the ARD/IEP meeting, the translator/interpreter must be trained as a language translator/interpreter by Ore City ISD.
The interpreter for the hearing impaired must be trained as an interpreter for the hearing impaired. For all languages, the school must request a translator/interpreter through the Translator Request form to obtain a trained translator/interpreter. We request as much advance notice as possible to ensure the request can be filled, especially for languages other than Spanish, which can be more difficult to obtain.
The Office of Special Education Services provides annual training for ARD/IEP interpreters/translators.
Steps to Ensure Parent/Adult Student Participation in the ARD/IEP Process:
To ensure that parents fully understand the ARD/IEP proceedings and are able to participate in all discussions related to the educational placement of their child or adult student, the special education department chairperson and all relevant staff must ensure the following:
- If the parent's/adult student's native language is Spanish, provide an audio copy of the translated IEP meeting in Spanish, during which each section and each required element of the IEP is discussed, even if there are no changes to the sections. The audio copy of the meeting must contain **all** required elements of the IEP.
- If the parent's/adult student's native language is a language other than Spanish, make a good faith effort to provide the parent/adult student with an audio copy of the translated IEP meeting in their native language.
- Check the audio equipment prior to the meeting, and place next to the interpreter/translator in order to obtain an audible recording. Digital recording is encouraged.
- Check the recording at the conclusion of the meeting to ensure that it is audible.
- A translated summary of the meeting does not meet the requirement of the regulation. It is best practice to follow a set agenda including all the required elements of the IEP.
- Maintain a copy of the audio recording or the written translation for every ARD/IEP meeting.
Note: OCISD endeavors to provide an accurate oral translation/interpretation of the IEP meeting where all elements of the IEP are discussed and a recording of the translation is provided to the parent. For all regulatory, audit and legal purposes, the English document is the only official document. Should any dispute arise over the contents of an IEP, the only document that shall be considered legally binding shall be the English document.