Sign language support in an inclusive environment: Educational sign language interpreting services in Taiwan.
Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers,...
| Published in: | Deafness & Education International Vol. 26; no. 1; pp. 37 - 58 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Mar2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175519748&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175519748 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Mar2024 vid: 26 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 175519748 175186198 175519748 175519748 10.1080/14643154.2024.2303188 175519748 ppf: 37 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Sign language support in an inclusive environment: Educational sign language interpreting services in Taiwan. aug: au: Liu, Hsiu Tan Hsieh, Han Ho Lin, Wan Ying Andrews, Jean F. Liu, Chun Jung affil: Department of Special Education, National Taiwan Normal University, Taipei, Taiwan sug: subj: Schools Taiwan Sign Language Education Interpreter Services Utilization Student Attitudes Evaluation Parental Attitudes Evaluation Faculty Attitudes Evaluation Deafness Students with Disabilities Psychosocial Factors Human Male Female Taiwan Conceptual Framework Learning Motivation Collaboration Mainstreaming (Education) Qualitative Studies Purposive Sample Snowball Sample Student Experiences Professional Role School Policies Funding Source Male Female ab: Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of educational SLIS in Taiwan, utilising the ecological systems theory as the framework. The findings underscore the critical importance of deaf students' sign language proficiency in the personal system. Sign language interpreters play a crucial role in enhancing their skills through additional time and support, leading to improved learning, motivation, and attitudes. At the microsystem level, parents of deaf students are key persons in advocating for the SLIS of primary school, while resource room teachers assist at the university level during the application process. In the mesosystem, interpreter stability is crucial for parents and students. Close collaboration between sign language interpreters and teachers is essential for adjusting teaching methods and seating arrangements, and interpreters should possess qualities like enthusiasm, patience, and an understanding of students' psychological development. At the exosystem level, higher education institutions offer established systems for educational SLIS, but primary schools lack clear regulations. Budget constraints limit comprehensive provision, making it challenging to attract qualified professionals. Increased funding and improved incentives are necessary. In the macrosystem, deaf parents expect early intervention with sign language learning resources to create a conducive environment for early sign language acquisition. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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