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The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter

Received: 3 November 2021     Accepted: 23 November 2021     Published: 29 November 2021
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Abstract

This paper stems from preliminary observations of hearing-impaired students and interpreters at the Department of Graphic Design in the University of Education, Winneba. The study examines the challenges faced by the department’s sign language interpreters with mixed backgrounds interpreting graphic design courses. The helper and facilitator models guide this study theoretically. Adopting a qualitative approach with a case study method, data is gathered from two interpreters through a face-to-face interview. Data is further analysed using thematic data analysis. With supportive pieces of evidence, some challenges faced by interpreters were identified. Interpreters without graphic design background were found to process some unqualified information; the lack of the adaptation of visual cues, unavailability of structured concepts for interpreter use, unavailability of note-takers, the lack of recognition of the hearing-impaired by some lecturers and fast-paced lecture delivery were also identified. However, the study recommends an initiative of lecturers inquiring about hearing-impaired students at lectures to affect pace of lecture delivery, the provision of note-takers, the addition of visual cues in lecture delivery, and the design for structured concepts to be used by the department due to the practicality of courses offered. Moreover, this improves the pace of lecture delivery in the practice of inclusive education.

Published in American Journal of Art and Design (Volume 6, Issue 4)
DOI 10.11648/j.ajad.20210604.12
Page(s) 120-126
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Graphic Design, Hearing Impaired, Sign Language Interpreter, Challenges

References
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[2] Saide, S., Ramadhani, S. S., & Indrajit, R. E. (2015). Improving Creativity of Graphic Design for Deaf Students Using Contextual Teaching Learning Method (CTL). Retrieved: October, 23, 2021, from https://www.researchgate.net/publication/325943027_Improving_Creativity_of_GraphicDesignfor_Deaf_Students_Using_Contextual_Teaching_Learning_Method_CTL
[3] Kigotho, L. W. (2016). Barriers faced by students with hearing impairment in inclusive learning environment, a case of the University of Nairobi. (Published Master's Thesis, University of Nairobi, Kenya). Retrieved from: http://erepository.uonbi.ac.ke/bitstream/handle/11295/98908/Kigotho.
[4] Jacobs, L. (1977). The efficiency of interpreting input for processing lecture information by deaf college students. Journal of Rehabilitation of the Deaf, 11, 235–247.
[5] Spradbrow, G., & Power, D. (2000). Slipping through the cracks? The support needs of hard of hearing students in a university program. Paper presented at the 19th ICED Congress, Sydney, Australia, July.
[6] Dodzik, C. (2013). Interpreting models. Retrieved: October, 23, 2021, from https://www.slideshare.net/CynthiaDodzik/interpreting-models-2?from_action=save.
[7] Berge, S. & Ytterhus, B. (2015). Deaf and hearing high-school students' expectations for the role of educational sign-language interpreter. Society, Health and Vulnerability. 1-26.
[8] Bar-Tzur, D. (2019). Interpreting Service Models. Retrieved: October, 20, 2021, from http://wp.lps.org/sshacke/asl-interpreting/interpreting-service-models/.
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[10] Roy, C. B. (2000). Interpreting as a discourse process. New York, NY: Oxford University Press.
[11] Carrerforce. (2009). Describe and use visual strategies for communicating with Deaf and hearing impaired people. Retrieved: October, 23, 2021, from https://hsdc.org/services/deaf-101/.
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[13] Lang, H. G. (2002). Higher education for deaf students: research priorities in the new millennium. Journal of Deaf Studies and Deaf Education. 7 (4) 267–280.
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[15] Lang, H. G., Biser, E., Mouseley, K., Orlando, R., & Porter, J. (2002). Tutoring in higher education: perceptions of deaf students, tutors and teachers. Manuscript submitted for publication. https://academic.oup.com/jdsde/article-pdf/7/4/267/9835869/267.pdf.
[16] DeGroot, A. M. B. (1997). The cognitive study of translation and interpretation: Three approaches. In J. W. Danks, G. M. Shreve, S. B. Fountain, & M. K. McBeath (Eds.), Cognitive processes in translation and interpreting (pp. 25–26). Thousand Oaks, CA: Sage.
[17] Winston, E. A. (1995). An interpreted education: Inclusion or exclusion? Gallaudet Research Institute Occasional. 94 (2) 55-62.
[18] Easterbrooks, S. R., & Stoner, M. (2006). Using a visual tool to increase adjectives in the written language of students who are deaf or hard of hearing. Communication Disorders Quarterly, 27 (2), 95–109. doi: 10.1177/15257401060270020701.
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[25] Wilcox, S. and Shaffer, B. (2005). "Towards a cognitive model of interpreting." In Terry Janzen (ed.) Topics in Signed Language Interpreting: Theory and Practice. Amsterdam/Philadelphia: John Benjamins Publishing Company. 27–50.
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Cite This Article
  • APA Style

    Albert Boamah. (2021). The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter. American Journal of Art and Design, 6(4), 120-126. https://doi.org/10.11648/j.ajad.20210604.12

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    ACS Style

    Albert Boamah. The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter. Am. J. Art Des. 2021, 6(4), 120-126. doi: 10.11648/j.ajad.20210604.12

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    AMA Style

    Albert Boamah. The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter. Am J Art Des. 2021;6(4):120-126. doi: 10.11648/j.ajad.20210604.12

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  • @article{10.11648/j.ajad.20210604.12,
      author = {Albert Boamah},
      title = {The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter},
      journal = {American Journal of Art and Design},
      volume = {6},
      number = {4},
      pages = {120-126},
      doi = {10.11648/j.ajad.20210604.12},
      url = {https://doi.org/10.11648/j.ajad.20210604.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210604.12},
      abstract = {This paper stems from preliminary observations of hearing-impaired students and interpreters at the Department of Graphic Design in the University of Education, Winneba. The study examines the challenges faced by the department’s sign language interpreters with mixed backgrounds interpreting graphic design courses. The helper and facilitator models guide this study theoretically. Adopting a qualitative approach with a case study method, data is gathered from two interpreters through a face-to-face interview. Data is further analysed using thematic data analysis. With supportive pieces of evidence, some challenges faced by interpreters were identified. Interpreters without graphic design background were found to process some unqualified information; the lack of the adaptation of visual cues, unavailability of structured concepts for interpreter use, unavailability of note-takers, the lack of recognition of the hearing-impaired by some lecturers and fast-paced lecture delivery were also identified. However, the study recommends an initiative of lecturers inquiring about hearing-impaired students at lectures to affect pace of lecture delivery, the provision of note-takers, the addition of visual cues in lecture delivery, and the design for structured concepts to be used by the department due to the practicality of courses offered. Moreover, this improves the pace of lecture delivery in the practice of inclusive education.},
     year = {2021}
    }
    

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    T1  - The Deaf and Graphic Design Education: Figuring the Challenges of the Sign Language Interpreter
    AU  - Albert Boamah
    Y1  - 2021/11/29
    PY  - 2021
    N1  - https://doi.org/10.11648/j.ajad.20210604.12
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    T2  - American Journal of Art and Design
    JF  - American Journal of Art and Design
    JO  - American Journal of Art and Design
    SP  - 120
    EP  - 126
    PB  - Science Publishing Group
    SN  - 2578-7802
    UR  - https://doi.org/10.11648/j.ajad.20210604.12
    AB  - This paper stems from preliminary observations of hearing-impaired students and interpreters at the Department of Graphic Design in the University of Education, Winneba. The study examines the challenges faced by the department’s sign language interpreters with mixed backgrounds interpreting graphic design courses. The helper and facilitator models guide this study theoretically. Adopting a qualitative approach with a case study method, data is gathered from two interpreters through a face-to-face interview. Data is further analysed using thematic data analysis. With supportive pieces of evidence, some challenges faced by interpreters were identified. Interpreters without graphic design background were found to process some unqualified information; the lack of the adaptation of visual cues, unavailability of structured concepts for interpreter use, unavailability of note-takers, the lack of recognition of the hearing-impaired by some lecturers and fast-paced lecture delivery were also identified. However, the study recommends an initiative of lecturers inquiring about hearing-impaired students at lectures to affect pace of lecture delivery, the provision of note-takers, the addition of visual cues in lecture delivery, and the design for structured concepts to be used by the department due to the practicality of courses offered. Moreover, this improves the pace of lecture delivery in the practice of inclusive education.
    VL  - 6
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    ER  - 

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Author Information
  • Department of Graphic Design, School of Creative Arts, University of Education, Winneba, Ghana

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