In evaluating a student, which elements should the interpreter consider?

In evaluating a student, which elements should the interpreter consider?

• A. Expressive language skills only
• B. Receptive language skills only
• C. Expressive and receptive language skills, cognitive potential, and IEP goals
• D. Cognitive potential only

Answer: (C)

Evaluating a student for interpretation involves looking at how they both receive and produce language in classroom contexts. You assess receptive language to see what they understand when instructions or content are presented, and expressive language to see what they can communicate back. You also consider cognitive potential because processing speed, memory, and problem-solving influence how language is used and learned during lessons. Finally, you look at IEP goals, since these specify the targeted outcomes and accommodations that must be supported in interpretation so the student can access the curriculum and show progress. Focusing on only one aspect would miss how the student understands and uses language; ignoring cognitive potential or the educational goals would detach interpretation from real classroom needs.

Evaluating a student for interpretation involves looking at how they both receive and produce language in classroom contexts. You assess receptive language to see what they understand when instructions or content are presented, and expressive language to see what they can communicate back. You also consider cognitive potential because processing speed, memory, and problem-solving influence how language is used and learned during lessons. Finally, you look at IEP goals, since these specify the targeted outcomes and accommodations that must be supported in interpretation so the student can access the curriculum and show progress. Focusing on only one aspect would miss how the student understands and uses language; ignoring cognitive potential or the educational goals would detach interpretation from real classroom needs.