The field of signed language interpreting is becoming increasingly specialized yet very few educational options are available to prepare students enrolled in interpreter education programs for specialization. This is especially true for those entering the K-12 educational interpreting field since most available interpreter education programs are generalist in nature, focusing on broad skills in community settings.
Due to the specialized content knowledge and skills requirements of practitioners working in K-12 educational settings, many program graduates are graduating without the requisite skills to meet state-established minimum standards for employment. Data gathered from K-12 educational interpreters, students currently enrolled in interpreter education programs, and other Deaf Education stakeholders through a needs assessment may be used to develop an educational interpreter certificate program. This program would be supplementary to existing interpreter education programs and focus specifically on preparing students of the profession to work as educational interpreters, thus providing one way to address the existing field-wide gap between interpreter education and professional credentialing.
Data from interpreter and student respondents focused mainly on preparedness regarding skills specific to working in K-12 settings while data from stakeholder respondents focused on credentialing requirements and the ability to locate qualified educational interpreters when needed.
Date of Award
Master of Arts in Interpreting Studies
educational interpreter, educational interpreting, K-12 interpreting, interpreter education, certificate program, specialization, specialist training
Type (DCMI Terms)
Curriculum and Instruction | Higher Education | Other Education
Seipke-Dame, M. (2023). Signed Language Interpreting in K-12 Educational Settings: A Case for Specialization (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/238
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