Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly F. Hutter (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Claudia Pagliaro

Abstract: 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.

Additional Information

Language: English
Date: 2020
American Sign Language, Deaf and Hard of Hearing, Deaf Education, Educational Interpreting, Interpreting, Preparation
Interpreters for the deaf $x Training of
Interpreters for the deaf $x Education
Sign language $x Study and teaching

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