The purpose of this study was to investigate the relationship between K-12 interpreters’ training in relation to the Model Standards (1993), their perceptions of preparation, and their evaluation scores on the Educational Interpreter Performance Assessment (EIPA) of current and recently working K-12 educational interpreters. A questionnaire was created and distributed to coordinators, chairs, and professors of interpreter training programs, national interpreting organizations, as well as to educational interpreting and American Sign Language interpreting groups on social media outlets. A total of 324 participants responded to the survey; 276 reported currently working in a K-12 educational setting, and 48 reported previous employment as an interpreter in a K-12 setting within the past 5 years. Results revealed that topic areas from the Model Standards (1993) are not being provided in formal interpreter training programs, EIPA scores continue to be below the minimum recommended skill level of 4.0, and participants feel unprepared to work as educational interpreters supporting deaf and hard-of-hearing students in K-12 settings.
|Advisor:||Pagliaro, Claudia M.|
|Commitee:||Schick, Brenda, Ryndak, Diane, Lashley, Carl|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Education: Specialized Education Services|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Special education, Translation studies, Audiology, Disability studies, Teacher education, Educational administration, Educational leadership|
|Keywords:||American Sign Language, Deaf education, Educational interpreting, Deaf and hard-of-hearing individuals, K-12 school settings|
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