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Access to Technical Education: Understanding Sign Language Interpreting and its Impact

This meeting discussed critical issues regarding access to technical education for deaf students through sign language interpreting. Key topics included the interactions between student and interpreter characteristics and classroom settings, and whether student preferences and skills impact comprehension. Findings suggest that factors such as ASL skill, English proficiency, and interpreting match do not significantly predict comprehension in lecture settings. The discussion highlights the importance of support services and identifies challenges faced by deaf students in STEM education.

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Access to Technical Education: Understanding Sign Language Interpreting and its Impact

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  1. Scientific Advisory Group Meeting May 7, 2004 Jeff…your logo here?

  2. Access to Technical Education Through Sign Language Interpreting:Issues and Answers • What are the interactions of of student characteristics, interpreter characteristics, and settings? • Do student preferences and skills matter? • Does interpreting level the playing field?

  3. Do Student Preferences and Skills Matter? No.

  4. Predictors of Comprehension(Signed and Written Tests) • Generally not: • ASL skill • English skill • Interpreting match • Reading ability • Academic qualifications (including RIT vs. NTID) • Hearing aids and implants • Degree of hearing loss • Deaf vs. hearing parents • Age began signing • No “question by hearing status interaction”

  5. Do Student Preferences and Skills Matter? • Not for comprehension (of college students, in single lectures, without other support services) with STEM or non-STEM content • Longer-term (course, semester, program)? • Student and interpreter comfort? • Motivation? • Variability (within and across students)?

  6. Does Interpreting Level the Playing Field? No.

  7. Predictors of Comprehension(Signed and Written Tests) • Generally not: • ASL skill • English skill • Interpreting match • Reading ability • Academic qualifications (including RIT vs. NTID) • Hearing aids and implants • Degree of hearing loss • Deaf vs. hearing parents • Age began signing • No “question by hearing status interaction”

  8. Does Interpreting Level the Playing Field? • It’s not about interpreting or student sign skills • Likely indicates poor K-12 preparation (including interpreting) • May be a function of “mediated instruction” • Emphasizes the importance of other support services (tutoring, notes, etc.) • Reflects the challenges of mainstream education • And we don’t know about direct instruction

  9. Eliminating Communication and Technological Barriers to STEM Education • What are the benefits and challenges to deaf students of visual materials in the classroom? • How do characteristics of students, interpreters, instructors, and settings interact?

  10. Eliminating Communication and Technological Barriers to STEM Education • Where did all this come from?

  11. Eliminating Communication and Technological Barriers to STEM Education • Year 1 • Methodology • Benefits accruing to deaf students and skilled signers

  12. Experiment 1 – Live vs. Memorex

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