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ERIC Number: ED542440
Record Type: Non-Journal
Publication Date: 2012
Pages: 214
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2673-3217-2
Interpreter Roles and Transition for Public School Students Who Are Deaf: A Multiple Case Study
Hinz, John T.
ProQuest LLC, Ed.D. Dissertation, Liberty University
This qualitative multiple case study research project examines interpreter use for students who are Deaf in the public school system and juxtaposes it with interpreter use found in the work sector after the school-to-work (STW) transition. Semi-structured interviews with 16 Deafness professionals and 6 study participants who are Deaf, as well as workplace observations yield bits of data which are coded and themed for review. Results confirm that interpreter use is abundant in public schools and scant in the work sector. Further results determine that STW placements for students who are Deaf can be haphazard, while employers are largely unaware of accommodation responsibilities beyond the tangible/architectural modifications for the Deaf made in the workplace. Also, interpreter roles can and should be expanded to assist in ensuring STW success for students who are Deaf. Finally, recommendations for further study and action are made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A