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ERIC Number: EJ903031
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1544-6751
Determining a Student's Readiness to Successfully Use Interpreting Services
Huff, Cindy
Odyssey: New Directions in Deaf Education, v11 n1 p30-34 Spr-Sum 2010
Ideally, all students would experience direct, multidimensional communication in the K-12 setting. This experience is generally considered to be more efficient, effective, and empowering. Interpreted communication, because it involves a third party, tends to be more linear. This makes it critical that quality standards for interpreting services be in place when direct and multidimensional communication is not possible for all or part of the educational process for a deaf or hard of hearing student. A common assumption is that providing a deaf or hard of hearing student in grades K-12 with an interpreter is enough for that student to access his or her total school experience in interpreted programs. The reality is that innumerable factors have an impact on whether a student experiences success with an interpreted education. To address these factors, it is vital that an interactive and trained educational team carefully consider each child's individual needs, skills, and readiness for accessing through an interpreter. In this article, the author discusses how to determine a student's readiness to effectively use interpreting services. (Contains 3 figures.)
Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A