Sign language interpretation services for children with hearing impairment in inclusive secondary high schools : a case study on the challenges faced by sign language interpreters in one secondary high school - Uganda

Abstract

Abstract This study was carried out in Uganda between the period August and December, 2006. The phenomena focussing on the Challenges Faced by Sign Language Interpreters working in an Inclusive High School setting was studied. The study principally explored the challenges that emanated from Sign Language Interpreters themselves and from the School working environment. The influences and coping strategies to counter these challenges were identified. A qualitative case study approach was used to study four Sign Language Interpreters, working in the same setting identified. Through formal and informal interviews, participant observation strategies, their verbal and non-verbal communication approaches during indoor and outdoor interpreting assignments and motivational strategies in the empery were discussed. In addition, supplementary data on attitudes, relationships and interpreter competence was also obtained from the teachers, Deaf and Hearing Children. The study towed the path based on the theory of Language and Communication advanced by scholars Bloom and Lahey (1997). Study findings indicated that a mere Communication disparity in such an Inclusive working environment was not conclusive enough to explain the phenomena. An in-depth study with all informants about their socio-cultural benchmarks, helped to expound the phenomena in question. Verbal and non-verbal communication strategies played a pivotal role in the interpreted information, which some times caused misunderstandings in the interpreters’ professional work and social life with those they associated with in the School. Interpreters objectively expressed their experiences & challenges they faced with their clientele, possibly because they worked in an environment with people of completely different educational and cultural diversity/identity. Attitudes, unpleasant motivational strategies, educational backgrounds and communication strategies were key aspects identified in this regard. Recommendations to develop a good working environment, interpreter development, Teacher training in the area of Special Needs Education, School adaptation to the work of Sign Language Interpreters and areas of future research are also suggested in the end in order to help achieve the Principle of Inclusive Education (PIE).