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The gap between guidelines, practice, and knowledge in interpreting services for deaf students.

D Stewart1, T Kluwin

  • 1343 Erickson Hall, Michigan state University, East Lansing, MI 48824-1034, USA.

Journal of Deaf Studies and Deaf Education
|January 1, 1996
PubMed
Summary
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This study reviews educational interpreting literature and guidelines to identify discrepancies in school settings. It examines interpreter message production, student reception, and additional interpreter responsibilities.

Area of Science:

  • Educational Interpreting
  • Deaf Education
  • Linguistics

Background:

  • Educational interpreting is crucial for deaf and hard-of-hearing students.
  • Existing guidelines for educational interpreters vary across the United States.
  • Optimal interpreting practices in schools require further investigation.

Purpose of the Study:

  • To review the literature on educational interpreting in school settings.
  • To examine 15 guidelines for educational interpreters.
  • To explore discrepancies between guidelines, classroom practices, and research findings.

Main Methods:

  • Literature review on educational interpreting.
  • Analysis of 15 national guidelines for educational interpreters.
  • Comparison of guidelines, research, and classroom practices.

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Main Results:

  • Discrepancies exist between recommended guidelines and actual classroom practices.
  • Research findings on interpreting processes highlight areas for improvement.
  • Interpreter message production and student reception are key areas of concern.

Conclusions:

  • There are significant gaps between educational interpreting guidelines and real-world application.
  • Further research is needed to align practices with optimal interpreting standards.
  • Addressing interpreter responsibilities is vital for effective educational interpreting.