Abstract
While there is much current discussion of the use of deaf interpreters, in practice, deaf interpreters in the United States are generally used for a small segment of the population and typically confined to legal settings. The use of a deaf interpreter paired with an interpreter who can hear, in an ancillary or supporting role, is a reasonable accommodation in a variety of settings, for a variety of deaf individuals, and with a variety of interpreters who can hear. Interpreter education programs need to develop or revise their curricula to incorporate the discrete tasks as performed by deaf interpreters. Research-based curricula need to address how to instruct deaf interpreters in the mechanics of interpreting and instruct non-deaf interpreters in how to acknowledge the contributions of, and negotiate for, deaf interpreters. The statutory scheme in the United States provides a model that can be incorporated into education programs to effectively advocate for including deaf interpreters as an integral part of the interpreting team accommodation.
Recommended Citation
Mathers, Carla
(2009)
"Modifying Instruction in the Deaf Interpreting Model,"
International Journal of Interpreter Education: Vol. 1:
Iss.
1, Article 5.
Available at:
https://open.clemson.edu/ijie/vol1/iss1/5
