000			03599nam a22004217a 4500
001			sulb-eb0013237
003			BD-SySUS
005			20160404145045.0
008			131127r20132013dcu o 00 0 eng d
020			_a9781563685804
020			_a1563685809
020			_z9781563685798
020			_z1563685795
040			_aMdBmJHUP _cMdBmJHUP
050		4	_aHV2431 _b.S556 2013
100	1		_aSmith, Melissa B., _eauthor.
245	1	0	_aMore than meets the eye _h[electronic resource] : _brevealing the complexities of an interpreted education / _cMelissa B. Smith.
260			_aBaltimore, Maryland : _bProject Muse, _c2013 _e(Baltimore, Md. : _fProject MUSE, _g2015)
260			_aWashington, DC : _bGallaudet University Press, _c[2013] _e(Baltimore, Md. : _fProject MUSE, _g2015)
300			_a1 online resource (1 PDF (x, 204 pages) :) _billustrations.
490	1		_aStudies in interpretation ; _vv. 10
500			_aIssued as part of UPCC book collections on Project MUSE.
504			_aIncludes bibliographical references (pages 187-195) and index.
505	0		_aAcknowledgments -- 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.
520			_aSign 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.
588			_aDescription based on print version record.
650		0	_aDeaf students.
650		0	_aDeaf children _xEducation.
650		0	_aInterpreters for the deaf.
650		0	_aTeachers of the deaf.
655		0	_aElectronic books.
655		7	_aElectronic books. _2local
710	2		_aProject Muse, _edistributor.
776	0	8	_iPrint version: _z1563685795 _z9781563685798
710	2		_aProject Muse.
856	4	0	_zFull text available: _uhttps://muse.jhu.edu/books/9781563685804/
942			_2Dewey Decimal Classification _ceBooks
999			_c34528 _d34528