Deaf Student-Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education

Area of Science:

• Deaf Education
• Sign Language Interpreting
• Educational Psychology

Background:

• Mainstream education settings present unique challenges for Deaf students and sign language interpreters.
• Effective collaboration is crucial for optimizing learning and participation.
• Understanding interactional dynamics is key to improving educational outcomes.

Purpose of the Study:

• To explore perspectives of Deaf individuals and sign language interpreters on their collaborative experiences in K-12 education.
• To investigate the influence of interactional dynamics, particularly the student-interpreter relationship, on educational practices.
• To identify barriers and facilitators for effective communication and feedback.

Main Methods:

• Qualitative study involving 41 formerly mainstreamed Deaf individuals and their interpreters.
• Exploration of interactional dynamics, including the student-interpreter relationship.
• Analysis of factors influencing interpreter work, student participation, and feedback.

Main Results:

• The Deaf student-interpreter relationship significantly impacts student participation, positioning, and learning in mainstream classrooms.
• This relationship also correlates with the effectiveness of feedback practices.
• Deaf students often lack awareness of their ability to engage in feedback conversations with interpreters or how to articulate their learning needs.

Conclusions:

• Strengthening the Deaf student-interpreter relationship is vital for inclusive education.
• Developing strategies to empower Deaf students in providing feedback is necessary.
• Recommendations are provided for deaf education and interpreter education programs to enhance collaborative practices.