Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Randall Dunn

Primary Subject Area

Education, General; Education, Vocational; Language, General; Sociology, Industrial and Labor Relations; Business Administration, General

Keywords

ASL, Deaf, Deaf Community, Employment, interpreting, Transition

Disciplines

Business Law, Public Responsibility, and Ethics | Communication | Disability and Equity in Education | Education | Human Resources Management | Teacher Education and Professional Development | Work, Economy and Organizations

Abstract

This qualitative multiple case study research project examines interpreter use for students who are Deaf in the public school system and juxtaposes it with interpreter use found in the work sector after the school-to-work (STW) transition. Semi-structured interviews with 16 Deafness professionals and 6 study participants who are Deaf, as well as workplace observations yield bits of data which are coded and themed for review. Results confirm that interpreter use is abundant in public schools and scant in the work sector. Further results determine that STW placements for students who are Deaf can be haphazard, while employers are largely unaware of accommodation responsibilities beyond the tangible/architectural modifications for the Deaf made in the workplace. Also, interpreter roles can and should be expanded to assist in ensuring STW success for students who are Deaf. Finally, recommendations for further study and action are made.