TY  - BOOK
AU  - Smith,Melissa B.
ED  - Project Muse,
ED  - Project Muse.
TI  - More than meets the eye: revealing the complexities of an interpreted education 
T2  - Studies in interpretation
SN  - 9781563685804
AV  - HV2431 .S556 2013
PY  - 2013///
CY  - Baltimore, Maryland
PB  - Project Muse
KW  - Deaf students
KW  - Deaf children
KW  - Education
KW  - Interpreters for the deaf
KW  - Teachers of the deaf
KW  - Electronic books
KW  - Electronic books.
KW  - local
N1  - Issued as part of UPCC book collections on Project MUSE; Includes bibliographical references (pages 187-195) and index; Acknowledgments -- List of figures -- List of tables -- At first glance : taking a look at deaf education and interpreting in K-12 classrooms -- As previously seen : interpreting in schools -- Examining the work of interpreters through multiple lenses -- Scenes and subjects -- Opening Our eyes : discovering what interpreters do and why -- What remains to be seen -- Appendix A. List of categories and definitions for coding video data -- Appendix B. Expanded list and definitions of what and why categories -- Appendix C. Overarching themes from interview and video data -- References -- Index
N2  - Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions. To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises
UR  - https://muse.jhu.edu/books/9781563685804/
ER  -