B Rationale: Pre‑session means active collaboration with the teacher to understand content, not just showing up early or general studying.

– A kindergarten deaf student with a cochlear implant keeps removing the external processor. The teacher asks you to “make him keep it on.” As the interpreter, you should: A) Physically prevent the child from removing it B) Sign to the child, “Teacher says keep processor on” C) Remind the teacher that it is not your role to enforce device use; refer to the DHH teacher or audiologist D) Tape the processor to the child’s ear

C Rationale: Educational interpreters are not responsible for managing assistive devices. Enforcing device use without training can harm the student or damage trust. The DHH teacher or audiologist handles it.

– A high school interpreting assignment has 45 minutes of lecture followed by group discussion. The student is the only deaf person in the room. The interpreter is alone. What is the MOST ethical action? A) Interpret everything – fatigue doesn’t matter B) Request a team interpreter for the discussion portion C) Only interpret the lecture, skip the discussion D) Tell the student to watch the teacher’s lips during discussion

– During an IEP meeting, a parent shares private medical information about the student. Later, a general education teacher asks you, “Why is the student absent so much? The parent told you something, right?” You respond: A) “Yes, but I can’t share the details.” B) “That’s confidential. Please ask the case manager.” C) Tell the teacher the medical reason because they “need to know” for grading D) Pretend you didn’t hear the question