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The article discusses the reasons for the reading comprehension challenges of deaf students in the U.S. which caused the lack of improvement in their reading abilities. It states that the introduction of sign languages in deaf education only caused a little increase in the reading achievement of deaf students and the reading challenges are mostly attributed to deprivation of early language experience. It notes two experiments examining the print literacy skills of deaf students which found that students learned more from reading than they did from seeing passages presented by interpreters using sign language. It also mentions that the belief of college students that they understand sign better than print was proven negative by the experiments.

THE CONCEPT of recentering the Deaf community in interpreter education stems from the recent discussion of program evolution away from stakeholders and into academia highlighted by Monikowski and Peterson (2005). The University of North Florida, in the initial stages of developing a B.S. degree and M.Ed. concentration in ASL/English Interpreting, responded by developing stand-alone courses in service-learning, with hopes of prioritizing the needs of the Deaf community in curriculum development. The program was implemented in fall 2007, and the first co- hort of students completed its second course in service-learning in fall 2008. Elements of the new program that indicate its progress toward recentering include an overview of service-learning as pedagogy in action, the distinction of service-learning from practicum and internship, implementation of the new courses, and the merging of the program's strategic plan with the university's commitment to community-based transformational learning. [ABSTRACT FROM AUTHOR]

The article lists programs for training interpreters of people with hearing disabilities offered by various institutions in the U.S. including the Interpreter Preparation Program at Phoenix College in Arizona, the Interpreter Educational Program at the University of Arkansas at Little Rock, and the Interepreting for Deaf People program at the Golden West College in Huntington Beach, California.

This directory lists college programs for training sign language interpreters including programs at Pima Community College in Arizona, Golden West College in California, and the University of New Mexico.

The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7-11 years, who were deaf or hard of hearing. The children's animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant. The sessions were videotaped, and a checklist was used to ensure consistency of the question-asking procedure across participants and sessions. Responses were coded as correct or incorrect, and the dependent variable was reported as the number of correct answers. Neither near-verbatim captioning nor edited captioning was found to be better at facilitating comprehension; however, several issues emerged that provide specific directions for future research on edited captions. [ABSTRACT FROM AUTHOR]

Presents a list of training programs for sign language interpreters of deaf people in the U.S.

This listing provides directory information about programs for training interpreters in the United States. The Kapiolani Community College in Hawaii is offering certificate of competence and associate in science degrees in interpreting. The MacMurray College in Jacksonville, Illinois have a bachelor and associate degrees in interpreting. The William Woods University in Fulton, Missouri is offering a bachelor of science degree in interpreting.

According to enrollments in schools for the deaf and data from the national census and neonatal hearing screening programs, the incidence of severe and profound childhood deafness in Australia is, and has been, less than commonly assumed. Factors implicated include improved medical care, mainstreaming, cochlear implants, and genetic science. Data for the United States, Britain, and other developed countries seem consistent with those for Australia. Declining prevalence and incidence rates have immediate implications for sign-based education, teacher-of-the-deaf training programs, and educational interpreting. There are also serious consequences for research, documentation, and teaching regarding Australian Sign Language (Auslan), and for the future viability of Auslan. Prompt action is essential if a credible corpus of Auslan is to be collected as the basis for a valid and verifiable description of one of the few native sign languages in the world with significant attested historical depth. [ABSTRACT FROM AUTHOR]

Lists programs for training interpreters of deaf students in the United States as of April 2003. Arizona; California; District of Columbia; Florida.

Presents information on programs of for training interpreters working with deaf and hard of hearing children and adult in the U.S. Name and address of the institution; Contact information of the institution; Training programs of the institution.

Discusses the role of interpreters in the general education classroom in the United States. Information on inclusive models of special education delivery; Responsibilities of classroom interpreters; Discussion on role perceptions.

Lists schools and programs for training deaf and sign language interpreters in the United States. Program and service information; Contact information and program program director of each institution.

Examines the experiences, preparation and perceptions of educational interpreters employed in the rural areas in United States. Percentage of interpreters with complete interpreter preparation program; Absence of certification from the Registry of Interpreters for the Deaf; Evidence of limited understanding of American Sign Language.

Presents programs for training interpreters for the deaf in the United States. Details on the programs offered by schools; List of program directors or department chair and degrees obtained; Contact information.

Lists several study programs of training interpreters for deaf people in the United States.

Presents a listing of programs for interpreter training who provide services for the deaf and hearing impaired in the United States. Names of programs; Location of colleges and universities conducting programs; Contact for more information.

Focuses on issues concerning sign language interpreters in the criminal justice system in the United States. Reasons behind the inconsistencies in the provision of interpreter services Recommendations on increasing interpreting services accessibility; Development of training programs for deaf legal advocates.