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Related Experiment Videos

Educational interpreting and teacher preparation. An interdisciplinary model

E H Shroyer1, M V Compton

  • 1Department of Communication and Theatre, University of North Carolina at Greensboro.

American Annals of the Deaf
|December 1, 1994
PubMed
Summary
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This study outlines a four-year Bachelor of Science degree program for educational interpreters, leveraging existing deafness teacher preparation resources. It follows established curriculum guidelines to meet growing demand in the field.

Area of Science:

  • Educational interpreting
  • Deaf education
  • Interpreter training programs

Background:

  • The demand for educational interpreters is rapidly increasing, driven by legislation such as the Individual with Disabilities Education Act and the Americans with Disabilities Act.
  • The U.S. Department of Education has funded initiatives to develop specialized preparation programs for educational interpreters.
  • Existing resources within teacher preparation programs for deafness can be adapted for interpreter training.

Purpose of the Study:

  • To describe the development of a four-year Bachelor of Science degree program for educational interpreters.
  • To demonstrate how to utilize existing curriculum from deafness teacher preparation programs for this new program.
  • To align the program with recommendations from the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc Committee for Educational Interpreting.

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Main Methods:

  • Adapting curriculum from an established teacher preparation program in deafness.
  • Structuring a four-year undergraduate program leading to a Bachelor of Science degree.
  • Implementing an interdisciplinary model for educational interpreter training.

Main Results:

  • A comprehensive four-year preparation program for educational interpreters has been established.
  • The program successfully integrates existing resources into a specialized curriculum.
  • The curriculum adheres to the recommended guidelines for educational interpreting.

Conclusions:

  • The described program provides a model for developing specialized educational interpreter training.
  • Leveraging existing resources offers an efficient pathway to establish new interpreter preparation programs.
  • The program aims to meet the growing need for qualified educational interpreters in compliance with professional standards.