Interpreters and Educational Equity: Supporting Deaf and Hard-of-Hearing Learners with Attention Deficit Hyperactivity Disorder

Item

Media
RyanAlanPage_Thesis_2024.pdf
Title
Interpreters and Educational Equity: Supporting Deaf and Hard-of-Hearing Learners with Attention Deficit Hyperactivity Disorder
Creator
Ryan Alan Page
Degree Name
Master of Arts in Interpreting Studies
Project Type
thesis
Date
2024-12-23
Abstract
I sought to elucidate interpreters’ contributions to fostering inclusive education for
Deaf and Hard-of-Hearing (DHH) students with Attention Deficit/Hyperactivity Disorder (ADHD) through the lens of ecological systems theory. I surveyed interpreters to investigate how they adapt their practices in K-12 settings. I found that these interpreters engage in sophisticated dialogic practices to create an inclusive learning environment that considers the cognitive and socio-emotional needs of DHH students with ADHD. Although interpreters expressed mixed sentiments due to various workplace demands and a lack of preparation, they showed a strong sense of dedication and commitment to advancing equity. My research underscored the necessity for more practical approaches to integrating interpreters into the educational team, suggesting an interactive approach, which includes a feedback protocol between the interpreter-student dyad and a parallel exchange of communication within the interpreter-student-teacher triad. I advocated for universal design for learning (UDL) and response to intervention (RTI) as standard practices to empower interpreters to function as educational agents.
Keywords
Deaf, interpreting, ADHD
Committee Member
Elisa Maroney
Emily Girardin
Chloe Hughes
Rights
Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
https://rightsstatements.org/page/InC/1.0/?language=en
License
CC-BY-NC-SA (attribution, non-commercial, share alike)
Language
eng
Type
Text
Identifier
20241223_Thesis_a