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In-service trends. General education teachers working with educational interpreters

D L Beaver1, P L Hayes, B Luetke-Stahlman

  • 1Judevine Center for Autism, St. Louis, Missouri, USA.

American Annals of the Deaf
|March 1, 1995
PubMed
Summary

Most general education teachers lack training on educational interpreters, despite increased inclusion for deaf students. This study surveyed teachers nationwide, finding less than 33% received in-service training on interpreter roles and responsibilities.

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Area of Science:

  • Education
  • Special Education
  • Linguistics

Background:

  • The inclusion movement has increased the number of deaf and hard of hearing students in mainstream public school classrooms.
  • This demographic shift necessitates a greater need for qualified educational interpreters to support these students.

Purpose of the Study:

  • To investigate the extent of in-service training general education teachers receive regarding the roles and responsibilities of educational interpreters.
  • To assess factors influencing the provision of such training.

Main Methods:

  • A nationwide survey was distributed to 100 elementary and secondary general education teachers.
  • A 59% return rate was achieved, providing data on teacher training experiences.

Main Results:

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  • Less than 33% of surveyed teachers reported attending in-service training focused on educational interpreters.
  • Teacher academic level (elementary vs. secondary) did not correlate with the number of interpreter-focused in-services received.
  • The number of deaf or hard of hearing students in a school did not influence the availability of interpreter training for general education teachers.

Conclusions:

  • General education teachers currently receive inadequate in-service training on educational interpreters and their roles.
  • There is a significant gap in professional development for teachers navigating inclusive classrooms with deaf and hard of hearing students.
  • Further research and policy development are needed to ensure teachers are adequately prepared to collaborate effectively with educational interpreters.