Quality of interpretation services and its implications in creating inclusive classrooms for deaf preparatory school students

Abstract

The study explores classroom communication, mainly between subject hearing teachers and deaf students through interpreters in a preparatory school. Case study research design was used to explore the problems in depth. The participants of the study consist of ten Grade 11 deaf students three subject teachers and two interpreters at Menilik II Preparatory School. Data were collected through interviews, focus group discussion, and observation. Interview was conducted with the subject teachers, deaf students and interpreters. In addition, focus group discussion was conducted for eight sampled deaf students. The data was analysed by narrating, quoting as the participants stated in their own words. The result from the focus group discussion and observation revealed that the communication between the teachers, interpreters and deaf students is not satisfactory to induce efficient understanding of the subject matter. The number of sign words to teach the regular curriculum, the level of training of interpreters to carry out their job, the teachers’ awareness about the problems and their attempt to mediate were not successful to the level expected. Furthermore, the result revealed that the sampled deaf students scored the lowest marks in their study of various subjects, compared to hearing students of the same class. In general, the interpretation service that is appropriate for educational provision for deaf students at Menilik II Preparatory School was inadequate when seen in light of inclusive education.

Keywords: Deaf education, inclusive, interpreting, sign language, sign system