Sign Languages Commons^™

Deaf Accessibility In The Christian Church, Madison Finley

Honors Projects

Around the globe, only two percent of Deaf people have had the opportunity to be introduced to the Gospel. Religious accessibility is limited for individuals who are deaf or hard-of-hearing. This paper begins to investigate:

• How can Christian churches increase accessibility to religion, worship, and other programs for Deaf individuals?

My Honors Project activity is preparing research and materials for a physical guide booklet for Christian churches that do not currently offer any Deaf ministries or American Sign Language interpretation or that may be seeking to increase accessibility for Deaf individuals. The primary purpose of this project is to create …

Working With Immigrant And Refugee Deaf Students: Strategies And Decision-Making Processes Of Interpreters, Carly R. Fischbeck

Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project

This study investigates the work of educational interpreters working with D/deaf and hard of hearing (DHH) students who are refugees or immigrants. This investigation occurs at the intersection of several fields of study: American Sign Language (ASL) interpreting, Deaf education, and immigrant and refugee education. Despite the overlap in these fields found in interpreters’ work with DHH refugee and immigrant students, to date no research has studied this work. This pilot study, conducted through four interviews of interpreters working in K-12 settings with DHH refugees and immigrants, explores the current practices of these interpreters in these settings. These practices are …

Collaboration With Interpreters In K-12 Education, Karen E. Brimm

Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project

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) …