Collaboration with Interpreters in K-12 Education

Author

Karen E. Brimm, St. Catherine University

Date of Award

5-2018

Degree Type

Thesis

Degree Name

Master of Arts in Interpreting Studies and Communication Equity

Department

ASL & Interpreting

First Advisor

Erica Alley

Department/School

ASL and Interpreting

Abstract

Educational interpreting for students who are Deaf and hard of hearing (DHH), like other interpreting specializations, involves much more than linguistic competence, message management skills, and cultural competence. An educational interpreter uses those skills and competencies within the K-12 environment populated by other educational professionals (e.g., related services personnel and teachers). Best practices in educational interpreting suggest that collaboration between the interpreter and the rest of the IEP team is fundamental. However, strategies for such collaboration are not outlined in the literature. This two-phase study examined collaboration in the K-12 school setting between educational interpreters and other educational professionals (OEPs) (i.e., general education teachers, teachers of the Deaf and hard of hearing, special education teachers, and speech-language pathologists) in order to identify the patterns of collaborative practices. The researcher distributed a national survey instrument. The researcher then conducted interviews with a randomly selected volunteer from each job category. The data gathered indicated that collaboration not only takes place in K-12 settings but also appeared to be a critical element of the work done by educational interpreters and OEPs in service of DHH children in K-12 education. The study revealed existing patterns of collaborative practice including resource and information sharing, attendance of meetings and training, problemsolving, and building of rapport. It also detected factors that supported or inhibited collaborative efforts such as availability of time, sharing of student-related information, perceptions of expertise and professionalism, and confusion regarding the role of the interpreter. Findings suggested that collaboration with interpreters in K-12 settings necessitates coordinated and strategic efforts on the part of interpreters and OEPs who work with students who are Deaf and hard of hearing.

Recommended Citation

Brimm, Karen E.. (2018). Collaboration with Interpreters in K-12 Education. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maisce/3