How do K–12 interpreters assess the needs of Deaf and hard of hearing students?

What action do interpreters take to support Deaf and hard of hearing students in K–12 classrooms?

What is one method interpreters use to optimize visual access during lessons?

What is a key factor that influences the decisions K–12 interpreters make during their work?

Why is assessment foundational to the work of K–12 interpreters?

What is one of the five primary categories that educational interpreters engage in during their daily work?

What is a common resource that interpreters seek to assist in their interpretive duties?

What approach do interpreters use when competing visual demands arise?

Q46. Before the nurse withdraws up insulin N into the syringe, what must be done?

                 Q45. How many units of insulin are in the syringe above?