SIGN LANGUAGE INTERPRETING FOR DEAF CHILDREN IN SECONDARY SCHOOLS

The content of this book was derived from animpirical study aimed at finding out the challengesSign Language Interpreters face working with childrenwith Hearing Impairment in inclusive educationalsettings, Uganda's experience. The authorprincipally explores the challenges identified, thoseemanating from Sign language interpreters and fromthe school working environment. The influences andcopying strategies are highlighted. Supplementaryinformation on attitudes, School and communityrelationships and interpreter competencies areinclusive in the text. Theoretical foundations taggedto the theory advanced by scholars Bloom and Lahey(1997)were helpful in unearthing the underlying factors tothe phenomenon of Sign language interpreting. Thebook stresses an objective analysis of theinterpreters experiences and challenges they face.Recommendations to develop a good workingenvironment, interpreter development, Teachertraining in the area of Special needs education andSign language, school adaptation to the work of Signlanguage interpreters and such related areas ofresearch are suggested in the end, in order to helpachieve the principle of Inclusive education generally.

Autorentext

Doctorado en Educación Especial (Kenyatta), Máster en Educación Especial (Oslo), Diplomado en Educación, Diplomado en Interpretación del Lenguaje de Signos (Uganda), Certificado en Educación Pública. Profesora de la Facultad de Necesidades Especiales y Rehabilitación de la Universidad de Kyambogo (Uganda), sección de discapacidad auditiva.