In this study, 32 subject interpreters were divided into two groups based on their interpreting experience and professional certification. A deaf storyteller presented two different stories, each in two different sign language types—Pidgin Signed English (PSE) and American Sign Language (ASL)—and each interpreter was measured on accuracy and quality of voice interpreting under each of two different treatment conditions. Results showed that experience with interpreting does play a significant role in the effectiveness of voice interpreting both PSE and ASL conditions. Generally, interpreters can voice interpret PSE conditions better than ASL conditions. This demonstrates the importance of improving voice interpretation of ASL messages into spoken English for deaf individuals who possess minimal English and speaking skills.
Despite increasing diversity in the classroom, many teachers of deaf and hard of hearing students are unprepared to teach in a way that benefits all their students. Our course for future teachers focuses on understanding these multiple identities, and on practical approaches to using diversity as an opportunity for class growth. Proceeding from the assumption that everyone in the classroom has something to teach and to learn, we describes our approach to teaching teachers in which we make use of the teachers' own diversity and expertise in a continuous dialogue across various methods. Samples of classroom dialogues are included.
Former Gallaudet presidents I. King Jordan and Robert Davila join current president T. Alan Hurwitz on a panel moderated by Brian H. Greenwald as they share their experience leading this institution of higher education and offer insight into the transformative changes brought about by the Deaf President Now movement.
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