More Than Meets the Eye [electronic resource] : Revealing the Complexities of an Interpreted Education / Melissa B. Smith
- Smith, Melissa B.
- Baltimore, Maryland : Project Muse, 2013 (Baltimore, Md. : Project MUSE, 2015)
Washington, DC : Gallaudet University Press,  (Baltimore, Md. : Project MUSE, 2015)
- Physical Description:
- 1 online resource (1 PDF (x, 204 pages) :) illustrations
- Additional Creators:
- Project Muse
- Studies in interpretation ; v. 10
- Restrictions on Access:
- License restrictions may limit access.
- Acknowledgments -- List of figures -- List of tables -- At first glance : taking a look at deaf education and interpreting in K-12 classrooms -- As previously seen : interpreting in schools -- Examining the work of interpreters through multiple lenses -- Scenes and subjects -- Opening Our eyes : discovering what interpreters do and why -- What remains to be seen -- Appendix A. List of categories and definitions for coding video data -- Appendix B. Expanded list and definitions of what and why categories -- Appendix C. Overarching themes from interview and video data -- References -- Index.
- Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions. To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises.
- Issued as part of book collections on Project MUSE.
- Bibliography Note:
- Includes bibliographical references (pages 187-195) and index.
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