Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools

Autor/in	Fitzmaurice, Stephen
Titel	Unregulated Autonomy: Uncredentialed Educational Interpreters in Rural Schools
Quelle	In: American Annals of the Deaf, 162 (2017) 3, S.253-264 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Rural Schools; Deaf Interpreting; Accessibility (for Disabled); Sign Language; Ethnography; Interviews; Observation; Certification; High Schools; Role; Semi Structured Interviews; Video Technology; Instructional Materials; Educational Environment; Qualitative Research + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Accessibility; Zugänglichkeit; Gebärdensprache; Ethnografie; Interviewing; Interviewtechnik; Beobachtung; Abschlusszeugnis; Zertifizierung; High school; Oberschule; Rollen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung
Abstract	Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic interviews and field observations of three educational interpreters with no certification or professional assessment to explore how uncredentialed interpreters were enacting their role in a rural high school. The findings indicate that uncredentialed interpreters in rural settings perform four major functions during their school day: preparing the environment, staff, and materials; interpreting a variety of content; interacting with numerous stakeholders; and directly instructing Deaf and Hard of Hearing students. Generally, educational interpreters in rural districts operate with unregulated autonomy, a situation that warrants further research and a national standard for all educational interpreters. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01