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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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A Model of Learning Within an Interpreted K–12 Educational Setting

A Model of Learning Within an Interpreted K–12 Educational Setting

Chapter:
(p.351) Chapter 13 A Model of Learning Within an Interpreted K–12 Educational Setting
Source:
Deaf Cognition
Author(s):

Brenda Schick

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195368673.003.0013

Educational interpreting emerged as a profession in the US in 1974, with the implementation of the first federal law protecting the educational rights of children receiving special services. However, there is little published data on how many DHH students use an educational interpreter. This chapter presents an overview of the range of skills and factors that would influence how much and how well a child would learn within an interpreted education standards for educational interpreters. Topics discussed include skill levels for educational interpreters, interpreter training programs and performance, and a model of learning within an interpreted education.

Keywords:   deaf students, educational interpreters, learning, skill levels

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