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Positioning and autonomy in mainstream classrooms.
1ASL and Interpreting Education, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States.
Journal of Deaf Studies and Deaf Education
|November 14, 2025
Summary
This study explores the role of interpreters in supporting deaf students' autonomy within mainstream classrooms. Findings offer strategies to improve communication and collaboration for deaf learners.
Area of Science:
- Education
- Linguistics
- Disability Studies
Background:
- Mainstream classrooms present unique communication challenges for deaf students.
- The role of interpreters is crucial for academic and social integration.
- Understanding perspectives of deaf students and interpreters is key to effective support.
Purpose of the Study:
- To examine the perspectives of deaf individuals and interpreters regarding the interpreter's role.
- To explore approaches for collaboration between deaf students and interpreters.
- To identify strategies that foster deaf students' autonomy in educational settings.
Main Methods:
- Qualitative research approach utilizing individual and group interviews.
- Exploration of deaf students' and interpreters' lived experiences.
- Analysis of perspectives on interpreter roles and student autonomy.
Main Results:
- Interpreters play a multifaceted role beyond mere transliteration, influencing student participation.
- Deaf students desire active involvement in defining the interpreter's role.
- Effective collaboration requires mutual respect and shared understanding of communication needs.
Conclusions:
- Implementing strategies to support student autonomy enhances learning outcomes.
- Clear communication protocols and collaborative practices benefit deaf students.
- Educational teams must prioritize the perspectives of deaf students and their interpreters.
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