Characteristics and Practices of Sign Language Interpreters in Inclusive Education Programs

Abstract

This study was designed to determine (a) the demographic characteristics and responsibilities of educational sign language interpreters within the K-12 public school system in the United States; (b) the mode of communication they use most frequently; and (c) their education and certification levels. Surveys were completed by 222 educational sign language interpreters in three states. Results showed the lack of certification and adequate training for the majority of respondents, as well as inadequate minority/gender representation, among other concerns. The study raised questions about the dependence of students who are deaf or hard of hearing on the educational interpreter support system. Recommendations for educational practice are presented.