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How to Request an ASL Interpreter for Your School District

A practical guide for school districts requesting ASL interpreter coverage — what to include in a request, how matching works, and why continuity matters for students.

Requesting an ASL interpreter for a school setting comes down to three things: the setting, the schedule, and whether the need is ongoing or one-time. Districts that share these details up front get matched faster, and they give ILG the information it needs to work toward continuity — the same interpreter, the same classroom, the same standards, over time.

Start with the setting

Every ASL request should name the setting clearly. A single IEP meeting calls for a different kind of matching than ongoing classroom coverage for a Deaf or Hard of Hearing student. Include the grade level, the type of meeting or class, and anything specific to the environment — a general education classroom, a specialized program, a district-wide event. The more context a district provides, the more precisely ILG can match an interpreter to the assignment.

Ongoing coverage vs. one-time requests

Not every request looks the same, and ILG coordinates both kinds.

  • One-time requests cover a single meeting or event — an IEP conference, a parent-teacher meeting, a school assembly. These are matched based on availability, subject matter, and setting.
  • Ongoing coverage supports a student or program across the school year — daily classroom interpreting, recurring meetings, or a consistent presence tied to a specific student's schedule. These requests benefit most from advance notice, since they involve building a longer-term match rather than filling a single slot.

Districts planning for a new school year should submit ongoing coverage requests as early as possible. Districts with an urgent, near-term need should still reach out — ILG can often accommodate shorter timelines depending on interpreter availability.

Why continuity matters more in ASL

In spoken-language interpretation, a different interpreter for each assignment is often a non-issue. In ASL — particularly in a classroom — it is not. The same interpreter working with the same student over time builds familiarity with that student's communication style, the classroom routine, and the subject matter being taught. That familiarity shows up directly in communication quality. It is also why ILG treats substitute and emergency ASL coverage as a planned part of the coordination model, not an afterthought: continuity only works if there is a reliable plan for the days the primary interpreter is unavailable.

What to expect after you submit a request

Once a request comes in, ILG follows a consistent process:

  1. Request. The district shares the setting, the schedule, and any continuity considerations.
  2. Match. ILG identifies an interpreter suited to the role and the institutional context.
  3. Confirm. Logistics and preparation are confirmed, and the assigned interpreter is briefed ahead of time.
  4. Coverage. The interpreter arrives ready, on time, and prepared for the setting.
  5. Follow-through. ILG follows up to confirm the outcome and, for ongoing needs, to plan continuity going forward.

Districts working with ILG for the first time typically hear back the same day a request is submitted.

Frequently asked questions

How far in advance should a school request ASL support?
Advance notice is always helpful, especially for ongoing classroom coverage or less common scheduling needs, but ILG can also support urgent requests depending on interpreter availability.

Can the same interpreter cover recurring meetings for one student?
Yes. Where possible, ILG works to keep the same interpreter with the same student and setting across recurring meetings and classroom assignments, since consistency supports better communication outcomes.

What happens if our assigned interpreter is unavailable last minute?
ILG's coordination model includes substitute and emergency ASL coverage, so districts have a plan in place rather than a gap in service.

Does ILG support both one-time and ongoing ASL requests?
Yes. ILG's ASL coordination model is designed to support both individual assignments and continuity-focused, ongoing coverage needs.

Related: ASL Services · Who We Serve — K–12 Education & School Districts · Request ASL Support

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