This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation.…

This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf…

Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of…

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…

In this dissertation, I examine both formerly K-12 mainstreamed Deaf students' and sign language interpreters' perspectives on how interpreting services impact deaf students' experiences in mainstream classrooms. I conducted this qualitative study in two cities with large and active Deaf communities and interviewed a group of Deaf individuals and…

Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu's social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate…

The purpose of this study is to show the changing trends within the population of children who are deaf and hard of hearing in Belgium over the last 12 years. The combination of Universal Newborn Hearing Screening programs, early intervention, and cochlear implants have tremendously influenced the education and support of children who are deaf or…

The 1000 primary school students in this study included a minority population of nine deaf children. The underlying foundation of this mainstream environment allowed for accommodations, but only to the extent that the non-deaf majority was not overtly impacted. Explicit messages of equality and implicit notions of normal were often in conflict.…

Special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of accompanying roles and responsibilities are addressed. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. Greater attention to preparation, evaluation, and certification for…

The article presents a model based on the premise that visual and conceptual delivery of information presented in the classroom is more important than the verbal transliteration of the spoken material for hearing impaired students in regular classrooms. The changing role of the educational interpreter is examined. (Author/CL)

The emergence and importance of educational interpreters for hearing impaired students are reviewed. Qualifications in the Mesa (Arizona) Public Schools for this position are set forth, including certification and ability to work on a team. Duties beyond interpreting include assisting in normal classroom routines and procedures and acting as…

The role of educational interpreters for deaf students mainstreamed in regular classes was examined through interviews with 35 educational interpreters. Among concerns were (1) defining their professional role, (2) the variety of sign systems used in schools, (3) their relationships with the students they serve, and (4) professional development.…

This article offers guidelines and suggestions related to the educational interpreter's relationship and interactions with the student with hearing impairment, teachers, the student's peers and parents, supportive service personnel, and administrators. The interpreter must fulfill many roles to aid in the inclusion of students with hearing…

The two phase study (1) analyzed the need for deaf interpreter services in the schools and (2) developed a data base of characteristics and skills around which criteria for the preparation and evaluation of interpreters could be developed. (DB)

These communication guidelines, for mainstream teachers whose classes include deaf students, stress courtesy. Specific guidelines include (1) maintain visual lines of communication, (2) attend to the speaker (not the interpreter), (3) use pauses to let the interpreter catch up, (4) recognize speakers, and (5) foster a relaxed atmosphere. (DB)