Abstract

Drawing on direct experience, the authors indicate special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of roles and responsibilities that may accompany this service. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. The authors urge that more attention be given to preparation, evaluation, and certification for educational interpreting at the elementary and secondary levels.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 26-28
Launched on MUSE
2013-04-22
Open Access
No
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