This paper explains how the hearing loss of deaf persons affects communication, describes methods deaf individuals use to communicate, and addresses the role of interpreters in the communication process. The volume covers: communication methods such as speechreading or lipreading, written notes, gestures, or sign language (American Sign Language,…

The Educational Sign Skills Evaluation (ESSE) was developed to provide a means of identifying the dominant signing style of an individual and to provide feedback on areas of strength and areas in need of improvement. It provides an overall expressive skills rating as well as information on the type, level, and degree of understanding demonstrated…

This paper describes Carpal Tunnel Syndrome and its ramifications for sign language users, in particular, educational interpreters. Discussed are the syndrome's incidence, causes, diagnostic procedures, medical and surgical interventions, and prevention guidelines. (JDD)

Describes the Albuquerque (New Mexico) public school system interpreter service for hearing-impaired students, focusing on costs and benefits, the University of New Mexico's program in sign language interpreting, interpreter evaluation, language policy, and interpreter credentials. (CB)

Describes an instrument for objective assessment of sign language interpreters, which used videotapes to assess the accuracy of interpreted output. It categorizes the kinds of modifications made in response to cultural factors, estimates the degree of American Sign Language or English use, and records fingerspelling influence. (Author/SED)

This final report discusses the outcomes of a project designed to promote higher standards for Sign Language interpreter preparations programs and to provide an opportunity for such programs to engage in self-examination. The project field-tested a set of program standards and a program self-study process with five Sign Language interpreter…

This brief paper for individuals interested in being qualified as educational interpreters for the deaf in Virginia provides basic information about educational interpreting and competency requirements of the Virginia Quality Assurance Screening (VQAS) program. It explains: the goal of educational interpreting; the role of the educational…

Describes development of an interpreter paraprofessional (IP) program by Utah State University and Granite (Utah) school district in response to the unavailability of certified interpreters to assist in special education assessment of students who are English Language Learners. Stresses the importance of providing IPs with job-relevant training,…

This report is intended to stimulate initiatives on the part of governmental, professional, and consumer organizations and institutions that prepare educational interpreters who work with deaf students. Following an introductory chapter on the development of educational interpreting for deaf students, other chapters discuss: (1) job titles and…

This final report describes the activities and outcomes of OPTICA (Our Path Together Initiating Cultural Access) programs. For each program an information sheet indicates the goal, total participation, status of the goal, and activities of the program. Programs included: (1) Hands On: ASL Creative Story Telling, a program that used children's…

A description is provided of the development, students, program offerings, personnel, and funding of LaGuardia Community College's (LCC) Continuing Education Programs for Deaf Adults (PDA). First, introductory material describes the postsecondary educational options available to deaf adults, and highlights the community college's emerging role as…

A project was undertaken to continue development of a curriculum for training interpreters for deaf persons enrolled in vocational education programs in Texas. Utilizing field consultants for specialized course development, project staff completed 11 interpreting modules and accompanying audiovisual prototypes. In addition, on-site visits were…

College staff must understand the nature of hearing impairment, its effect on communication, and teaching methods that accommodate functional limitations in order to provide for the special needs of deaf students. Since the extent of a student's ability to communicate is determined by whether the student became deaf before or after he/she…

These four conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on staff development and administrative issues for postsecondary personnel working with students with deafness or who are hard of hearing. The first paper, "Mentorship for the Working Interpreter"…