İşaret Dili Tercümanları, Sağır Öğrenciler ve Kapsayıcı Eğitim?

Year 2020, , 27 - 46, 30.12.2020

Campbell Mcdermid

https://doi.org/10.37233/TRSPED.2020.0107

Cited By: 3

Abstract

Bu çalışma kapsamında, sağır ya da işitme yetersizliği olan öğrencilerin işaret dili tercümanı desteği ile kapsayıcı eğitim uygulamaları bağlamında eğitim almalarına ilişkin çalışmalar gözden geçirilmiş ve uygulama için önerilerde bulunulmuştur. Bulgular, işaret dili tercümanlarının, işaret dilinde akıcılık, sınıf ve ders içeriklerine hâkim olma, doğru tercüme yapma ve mesleki yeterlikler gibi birçok alanda sınırlıklara sahil olduklarını göstermektedir. Alan yazında, sağır ya da işitme yetersizliğinden etkilenmiş öğrencilerin engelli olarak görülmemesine yönelik bir paradigma değişikliği ile bu öğrencilerin kültür, dil ve kimliğine saygı ve toplumun varlıklarından nasıl yarar sağladığının tanınması da dahil olmak üzere bir dizi öneri not edilmiştir. Öneriler arasında, ayrıca, işaret dili tercümanları için net iş tanımlarının geliştirilmesi, okuldaki herkes için zorunlu işaret dili derslerinin açılması ve net görüş sağlamak için sınıf ortamında ve pedagojik olarak değişiklikler yapılması da yer almaktadır. 

Educational Interpreters, Deaf Students and Inclusive Education?

Abstract

A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.

Keywords

Deaf student, Inclusion, Interpreter, Integration

References

• Alasim, K. (2018). Participation and interaction of deaf and hard-of-hearing students in inclusion classroom. International Journal of Special Education, 33(2), 493-506. https://doi.org/10.1353/aad.2013.0009
• Antia, S., & Kreimeyer, K. (2001). The role of interpreters in inclusive classrooms. American Annals of the Deaf, 146(4), 355-365. www.jstor.org/stable/44390115
• Bellugi, U. & Fisher, S. (1972) A comparison of sign language and spoken language. Cognition, 1 (2-3), 173-200. https://doi.org/10.1016/0010-0277(72)90018-2
• Eriks-Brophy, A., & Whittingham, J. (2013). Teachers' perceptions of the inclusion of children with hearing loss in general education settings. American Annals of the Deaf, 158(1), 63-97. https://doi.org/10.1353/aad.2013.0009
• Fleischer, L. R. (1975). Sign language interpretation under four interpreting conditions (Doctoral dissertation, Department of Educational Administration, Brigham Young University, 1975). Retrieved from ProQuest Dissertations & Theses. (AAT 7600700)
• Gallaudet University. (n.d.) American Sign Language Proficiency Interview (ASLPI). Accessed January 14, 2020 at https://www.gallaudet.edu/the-american-sign-language-proficiency-interview/aslpi
• Gustason, G. (1985). Interpreters entering public school employment. American Annals of the Deaf, 130(4), 265-266. www.jstor.org/stable/44389589
• H-Dirksen L. Bauman & Murray, J. J. (2010). Deaf Studies in the 21st Century: “Deaf-gain” and the future of human diversity. In M. Marschark and P. Spencer (eds.) The Oxford Handbook of Deaf Studies, Language, and Education (Vol. 2). https://doi.org/10.1093/oxfordhb/9780195390032.013.0014
• Hatfield, N., Caccamise, F. & Siple, P. (1978). Deaf students' language competency: A bilingual perspective. American Annals of the Deaf, 123(7), 847-851. https://www.jstor.org/stable/4439981
• Hayes, P. L. (1992). Educational interpreters for deaf students: Their responsibilities, problems, and concerns. Journal of Interpretation, 5, 5–24.
• Hoffmeister, R. J. (2000). A piece of the puzzle: ASL and reading comprehension in Deaf children. In C. Chamberlain, J. P. Morford and R. I. Mayberry (Eds.) Language Acquisition by Eye (pp. 143-163). Mahwah, N. J.: Lawrence Erlbaum.
• Hopper, M. J. (2011). Positioned as bystanders: Deaf students experiences and perceptions of informal learning phenomenon (Unpublished doctoral dissertation). University of Rochester, Rochester New York. Retrieved from https://urresearch.rochester.edu/fileDownloadForInstitutionalItem.action;jsessionid=6FE6002A04E5F7E082A5F478828AD4B8?itemId=14524&itemFileId=33679
• Jacobs, R. (1996). Just how hard is it to learn ASL? The case for ASL as a truly foreign language. In C. Lucas (Ed.) Multicultural Aspects of Sociolinguistics in Deaf Communities (pp. 183-226). Gallaudet University Press: Washington, DC.
• Jones, B. E., Clark, G. M., & Soltz, D. F. (1997). Characteristics and practices of sign language interpreters in inclusive education programs. Exceptional Children, 63(2), 257-268. https://doi.org/10.1177/001440299706300209
• La Bue, M. A. (1998). Interpreted education: A study of deaf students' access to the content and form of literacy instruction in a mainstreamed high school English class. (Unpublished doctoral dissertation). Harvard Graduate School of Education. Retrieved from ProQuest Dissertations and Theses. (UMI No. 9830061)
• Lampropoulou, V., & Hadjikakou, K. (2010). An examination of the history of deaf education in Greece and in Cyprus: Determining factors for its development. L1 – Educational Studies in Language and Literature, 10 (1), 41-56. https://doi.org/10.17239/L1ESLL-2010.10.01.07
• Langer, E. C. (2007). Classroom discourse and interpreted education: What is conveyed to deaf elementary school students (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text database. (Publication No. AAT 3256442).
• Liddell, S. K. (1980). American Sign Language Syntax. The Hague, Netherlands: Mouton Publishers.
• Livingston, S., Singer, B. & Abramson, T. (1995). A study to determine the effectiveness of two kinds of interpreting. In A Confluence of Diverse Relationships: Proceedings of the Thirteenth National Convention of the Registry of Interpreters for the Deaf (pp. 154 -176). Silver Springs: RID Publications.
• Locker, R. (1990). Lexical equivalence in transliterating for Deaf students in university classrooms: Two perspectives. Issues in Applied Linguistics, 1(2), 167-195.
• Marschark, M., Sapere, P., Convertino, C., Seewagen, R., & Maltzen, H. (2004). Comprehension of sign language interpreting: deciphering a complex task situation. Sign Language Studies, 4, 345-367. https://doi.org/10.1353/sls.2004.0018
• McDermid, C. (2012). Adult second language pragmatic enrichment: The case of ASL (doctoral dissertation). Proquest Dissertations and Theses Full Text (No. NR92815).
• McDermid, C. (2018). Learning to Interpret: Working from English into American Sign Language. Rochester, New York: Rochester Institute of Technology Press.
• Murphy, H. J. & Fleischer, L. R. (1977). The effects of Amesland versus Siglish upon test scores. Journal of Rehabilitation of the Deaf, 11(2), 15-18.
• Murray, J. J., Snoddon, K., De Meulder, M., & Underwood, K. (2018): Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1482013
• Powers, S. (2002). From concepts to practice in Deaf Education: A United Kingdom perspective on inclusion. Journal of Deaf Studies and Deaf Education, 7(3), 230-243. www.jstor.org/stable/42658618
• Registry of Interpreters for the Deaf. (2020). National Interpreter Certification (NIC). Accessed January 14, 2020 at https://rid.org/rid-certification-overview/available-certification/nic-certification/
• Russell, D. (2002). Interpreting in Legal Contexts: Consecutive and Simultaneous Interpretation. Burtonsville MD: Linstok Press.
• Russell, D. (2010). Illusion of inclusion: Realities and consequences. Paper presented at the International Conference on the Education of the Deaf (ICED), Vancouver, June.
• Schick, B., Williams, K. & Bolster, L. (1999). Skill levels of education interpreters working in public schools. Journal of Deaf Studies and Deaf Education, 4(2), 144-155. https://doi.org/10.1093/deafed/4.2.144
• Schick, B., Williams, K. & Kupermintz, H. (2006). Look who's being left behind: Educational interpreters and access to education for Deaf and Hard-of-Hearing students. Journal of Deaf Studies and Deaf Education, 11(1), 3-20. https://doi.org/10.1093/deafed/enj007
• Schwab, S., Wimberger, T., & Mamas, C. (2019). Fostering social participation in inclusive classrooms of students who are Deaf. International Journal of Disability, Development and Education, 66(3), 325-342. https://doi.org/10.1080/1034912X.2018.1562158
• Siple, L. (1995). The use of addition in sign language transliteration. Unpublished doctoral dissertation. University of New York Buffalo. UMI Number 9617912
• Smith, D.H., & Ramsey, C.L.L. (2004). Classroom discourse practices of a Deaf teacher using American Sign Language. Sign Language Studies 5(1), 39-62. https://doi.org/10.1353/sls.2004.0026
• Stinson, M., & Antia, S.(1999, Summer). Considerations in educating deaf and hard-of-hearing students in inclusive settings., The Journal of Deaf Studies and Deaf Education, 4(3) 163–175, https://doi.org/10.1093/deafed/4.3.163
• Stauffer, L. K. & Viera, J. A. (2000). Transliteration: A comparison of consumer needs and transliterator preparation and practice. In D. Watson (Ed.), Journal of Interpretation (61 - 82). Silver Spring, MD: RID Publications.
• United Nations. (n.d.). Conventions on the Rights of Persons with Disabilities (CRPD). Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
• Winston, E. (2004). Interpretability and accessibility of mainstream classrooms. In E. A. Winston (ed.), Educational Interpreting: How It Can Succeed? (pp. 132–168). Washington, DC: Gallaudet University Press.
• Wolbers, K.A., Dimling, L.M., Lawson, H.R., & Golos, D.B. (2012). Parallel and divergent interpreting in an elementary school classroom. American Annals of the Deaf 157(1), 48-65. https://doi.org/10.1353/aad.2012.1609
• Wulf, A., Dudis, P., Bayley, R. & Lucas, C. (2002). Variable subject presence in ASL narratives. Sign Language Studies, 3(1), 54-76. https://www.jstor.org/stable/26204893
• Yarger, C.C. (2001). Educational interpreting: Understanding the rural experience. American Annals of the Deaf 146(1), 16-30. doi:10.1353/aad.2012.0074