Uploaded August 2022 | Updated September 2026, 2 weeks ago
Jeremy L. Brunson and Christopher Stone. (2021). "The Sociological Organization of K–12 Educational Interpreting by the Individualized Educational Program." In ADVANCES IN EDUCATIONAL INTERPRETING, edited by Elizabeth A. Winston and Stephen B. Fitzmaurice, 111-130. Washington, DC: Gallaudet University Press.
https://gupress.gallaudet.edu/Books/A/Advances-in-Educational-Interpreting
This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter author.
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Educational interpreting is a designation in the United States for the interpreting work that occurs within the primary and secondary education system although can include tertiary education. Their goal is to provide deaf and hard of hearing students with access to classroom instruction and socialization. This interpreter is embedded in far-reaching social relations. These social relations appear in the form of discourses: medical, psychological, and child development. These social relations come to bear on the work and lives of sign language interpreters through texts that coordinate their work, and through adopting the discourses present in the
text to reproduce the life history of the deaf student as other, who is the subject of the text.
This chapter employs an institutional ethnography lens (Smith, 1996) to explore how these social relations appear in the classroom. The text that is examined throughout this chapter is the Individualized Educational Program (IEP). Although not intended to be a guide for the interpreter per se, the IEP is central to the organization of this type of work as the interpreters discussed here reference it as guidance for doing their job. Once read, the IEP cannot be unread and will undoubtedly shape how the interpreter perceives the student who is often constructed, not as a person who is
deaf, but as the focus a multiple assessments and outcomes. We focus on the decisions that interpreters make at various junctions, or forks in the road, in relation to the IEP and the work that is coordinates.
Jeremy L. Brunson and Christopher Stone. (2021). "The Sociological Organization of K–12 Educational Interpreting by the Individualized Educational Program." In ADVANCES IN EDUCATIONAL INTERPRETING, edited by Elizabeth A. Winston and Stephen B. Fitzmaurice, 111-130. Washington, DC: Gallaudet University Press.
https://gupress.gallaudet.edu/Books/A/Advances-in-Educational-Interpreting
This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter author.
+++++++
Educational interpreting is a designation in the United States for the interpreting work that occurs within the primary and secondary education system although can include tertiary education. Their goal is to provide deaf and hard of hearing students with access to classroom instruction and socialization. This interpreter is embedded in far-reaching social relations. These social relations appear in the form of discourses: medical, psychological, and child development. These social relations come to bear on the work and lives of sign language interpreters through texts that coordinate their work, and through adopting the discourses present in the
text to reproduce the life history of the deaf student as other, who is the subject of the text.
This chapter employs an institutional ethnography lens (Smith, 1996) to explore how these social relations appear in the classroom. The text that is examined throughout this chapter is the Individualized Educational Program (IEP). Although not intended to be a guide for the interpreter per se, the IEP is central to the organization of this type of work as the interpreters discussed here reference it as guidance for doing their job. Once read, the IEP cannot be unread and will undoubtedly shape how the interpreter perceives the student who is often constructed, not as a person who is
deaf, but as the focus a multiple assessments and outcomes. We focus on the decisions that interpreters make at various junctions, or forks in the road, in relation to the IEP and the work that is coordinates.
