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with Suzanne Ehrlich & Katherine Vance, University of Cincinnati

In many of the other workshops, presenters talked about using telephonic interpretation for providing services for medical appointments or other situations.  Using this type of approach for consumers who use sign language is not feasible.  In the United States, there are video relay services and video remote interpreting but there are barriers.  Regulatory for VRS where participants cannot be in the same room and financial impediments for VRI services.  This pilot project looked at using iPads as a way to bring on-demand interpreting services to a college environment for Deaf and Hard of Hearing students.

Research Looked at:

Pilot Study

Worked with a male student who was hard of hearing so if this didn’t work, the student would still have access
Interpreter was positioned outside of the classroom, but close by.  Then, moved to farther away.  Observer stayed in classroom with the student.  Student then used it for an internship – and interpreter provided services via iPad at remote location.
Evaluated with a combination of pre and post surveys, along with observations and reflections.
Supervisor response to Did the use of the mobile technology change your perception of the student?  Why or why not?
The employee had interned with us before without using the iPad, so I already knew the individual quite well.  Interestingly, people perceived the employee as being more participative in meetings with the iPad.  One change that was noticeable when the employee started using the iPad was that they were more engaged in meetings that were taking place online or over the phone.  It made it easier for them to follow the conversation in a challenging listening environment.”

Emergent Themes

emergent themes of phase I

Technology

Physical

Inconsistency

Perceptions

Findings

Phase II consideration

Emergent themes

Limitations: