Education Commons^™

Insights From U.S. Deaf Patients: Interpreters’ Presence And Receptive Skills Matter In Patient-Centered Communication Care, Brenda S. Nicodemus, Lori Whynot, Poorna Kushalnagar

Journal of Interpretation

In the U.S., deaf individuals who use sign language have a legislated right to communication access in the healthcare system, which is often addressed through the provision of signed language interpreters. However, little is known about deaf patients’ perception of interpreter presence, its impact on their disclosure of medical information to physicians, and whether this perception affects their assessment of physicians’ patient-centered communication behaviors (PCC). A total of 811 deaf adults responded to questions on a bilingual ASL-English online survey about their experiences with interpreters and physicians. Logistic regression analysis was used to assess the relationship between deaf patients’ perception …

How Does Student Self-Efficacy Affect Achievement?, Meghan E. Taylor

PANDION: The Osprey Journal of Research and Ideas

How does student self-efficacy affect achievement?

Special Education Inquiry Research

This presentation highlights the systematic integration of teacher inquiry within the undergraduate special education program at the University of North Florida. Inquiry is embedded across courses each semester and put into practice in a variety of ways in our PDS network. In all, inquiry serves as a tool for capturing student learning as candidates collaborate with mentor teachers to intervene and meet the needs of diverse learners. During the Fall 2019 semester, I implemented high leverage practices, collected and analyzed data of my students’ learning, and presented outcomes to my …

Content Development Of The Educational Interpreter Roles And Responsibilities Guiding Checklist, Kristen Guynes, Nora Griffin-Shirley, Donna Brown

Journal of Interpretation

The purpose of this qualitative study was to extend development of the Educational Interpreter Roles and Responsibilities (EIRR) Guiding Checklist, which was designed to assist the Individualized Education Program (IEP) team in determining and documenting individualized roles and responsibilities of the educational interpreter, as appropriate to the needs of the student receiving such services and the qualifications of the interpreter as a related service provider. Literature indicates a long-standing state of confusion regarding the appropriate roles and responsibilities of the educational interpreter, as well as the need for more clear guidelines and procedures. The Checklist was initially designed by a …