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Understanding the Roles and Responsi...

Chamberlain, Kari.

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Understanding the Roles and Responsibilities of American Sign Language Interpreters in Educational Settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the Roles and Responsibilities of American Sign Language Interpreters in Educational Settings./
Author:	Chamberlain, Kari.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	83 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28545169
ISBN:	9798516916625

Understanding the Roles and Responsibilities of American Sign Language Interpreters in Educational Settings.
Chamberlain, Kari.

Understanding the Roles and Responsibilities of American Sign Language Interpreters in Educational Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 83 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.S.)--Minot State University, 2021.

This item must not be sold to any third party vendors.

General education teachers work with a variety of students, as inclusion is increasingly the norm. Students who are deaf or hard of hearing (DHH) were once educated in special programs and schools for the deaf. Currently, with the rise of inclusion, they are educated in general education classes. Deafness is considered to be a low-incidence disability. This leaves general education teachers with minimal experience working with the population of students and interpreters. Limited experience can lead to misunderstandings. The purpose of the study was to explore the roles and responsibilities of sign language interpreters perceived by the general education teachers, interpreters in practice, as well as pre-service interpreters. The results indicated commonalities among the three groups in general, inclusive areas pertaining to the interpreter sharing their role, facilitating communication, providing access, following school policy, and teachers sharing their lesson. The differing views between the teacher and interpreter were specifically related to supporting the student in the class. Teachers welcomed the extra support of an interpreter but were often unsure of the interpreters' role in the classroom. Interpreters were confident with their involvement in educational settings while pre-service interpreters were learning their place in educational settings. These topics were further discussed in relation to continuing education and future research.

ISBN: 9798516916625Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Deaf

Understanding the Roles and Responsibilities of American Sign Language Interpreters in Educational Settings.
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500 $a Source: Masters Abstracts International, Volume: 83-01.
500 $a Advisor: Zheng, Wenjing.
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520 $a General education teachers work with a variety of students, as inclusion is increasingly the norm. Students who are deaf or hard of hearing (DHH) were once educated in special programs and schools for the deaf. Currently, with the rise of inclusion, they are educated in general education classes. Deafness is considered to be a low-incidence disability. This leaves general education teachers with minimal experience working with the population of students and interpreters. Limited experience can lead to misunderstandings. The purpose of the study was to explore the roles and responsibilities of sign language interpreters perceived by the general education teachers, interpreters in practice, as well as pre-service interpreters. The results indicated commonalities among the three groups in general, inclusive areas pertaining to the interpreter sharing their role, facilitating communication, providing access, following school policy, and teachers sharing their lesson. The differing views between the teacher and interpreter were specifically related to supporting the student in the class. Teachers welcomed the extra support of an interpreter but were often unsure of the interpreters' role in the classroom. Interpreters were confident with their involvement in educational settings while pre-service interpreters were learning their place in educational settings. These topics were further discussed in relation to continuing education and future research.
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