İşaret Dili Tercümanları, Sağır Öğrenciler ve Kapsayıcı Eğitim?

Yıl 2020, Cilt: 2 Sayı: 1, 27 - 46, 30.12.2020

Campbell Mcdermid

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

Cited By: 3

Öz

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?

Öz

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.

Anahtar Kelimeler

Deaf student, Inclusion, Interpreter, Integration

Kaynakça

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