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.
Department, Program, or Center
American Sign Language and Interpreting Education (NTID)
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.
RIT – Main Campus