CHARACTERISTICS AND PRACTICES OF SIGN LANGUAGE INTERPRETERS IN INCLUSIVE EDUCATION-PROGRAMS

This study was designed to determine (a) the demographic characteristi cs and responsibilities of educational sign language interpreters with in the K-12 public school system in the United States; (b) the mode of communication they use most frequently; and (c) their education and c ertification levels. Surveys were completed by 222 educational sign la nguage interpreters in three states. Results showed the lack of certif ication and adequate training for the majority of respondents, as well as inadequate minority/gender representation, among other concerns. T he study raised questions about the dependence of students who are dea f or hard of hearing on the educational interpreter support system. Re commendations for educational practice are presented.