Abstract
This chapter argues that the assumption that mainstream education—supported by sign language interpreting—can provide deaf students with fair and appropriate public education may be unfounded. It describes research that emphasizes the need to understand better the complex personal and functional interactions of students, instructors, interpreters, and settings if educational interpreting—and interpreted education— is to be optimally beneficial for deaf students.
Publication Date
2005
Document Type
Book Chapter
Department, Program, or Center
American Sign Language and Interpreting Education (NTID)
Recommended Citation
Marschark, M., Sapere, P., Convertino, C., Seewagen, R. (2005). In Marschark, M., Peterson, R., & Winston, E.A., (Eds.), Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press.
Campus
RIT – Main Campus
Comments
This chapter has been accepted for publication in Marschark, M., Peterson, R., & Winston, E.A., Editors. Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press.
Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.