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Related Experiment Videos

Educational interpreting: understanding the rural experience.

C C Yarger1

  • 1Department of Exceptionality Programs, Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA.

American Annals of the Deaf
|May 18, 2001
PubMed
Summary

Few educational interpreters in rural areas have formal training or certification. Most scored below the "coherent" benchmark on performance assessments, highlighting needs for improved ASL skills and professional development.

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Area of Science:

  • Education
  • Linguistics
  • Professional Development

Background:

  • Educational interpreters are crucial for deaf and hard-of-hearing students.
  • The preparation and qualifications of interpreters in rural settings are often understudied.
  • Ensuring interpreter competency is vital for equitable education.

Purpose of the Study:

  • To investigate the training, certification, and performance of educational interpreters in two rural states.
  • To identify challenges and concerns faced by these interpreters regarding their professional roles.

Main Methods:

  • A survey was administered to 63 educational interpreters.
  • In-depth interviews were conducted with a subset of participants.
  • The Educational Interpreter Performance Assessment (EIPA) was used to evaluate performance.

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Main Results:

  • Only 10 interpreters had completed formal preparation programs; 5 lacked education-specific coursework.
  • No interpreters held certification from the Registry of Interpreters for the Deaf (RID) or other bodies.
  • The mean EIPA score was 2.6, with 3.5 considered "coherent."
  • Interpreters expressed concerns about ASL proficiency, interpretation skills, salary, and professional status.

Conclusions:

  • Educational interpreters in these rural states largely lack formal training and certification.
  • Performance assessments indicate a need for enhanced interpreter skills and support.
  • Addressing interpreter concerns is crucial for improving educational access for deaf students.