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Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex^®?

Rochester Institute of Technology and University of Aberdeen

Jeff B Pelz, Carol Convertino, Patricia Sapere, Mary Ellen Arndt and Rosemarie Seewagen

Rochester Institute of Technology

This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students’ learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Analyses of students’ allocation of visual attention and the influence of various demographic and experimental variables suggested considerable flexibility in deaf students’ receptive communication skills. Nevertheless, the findings also revealed a robust advantage in learning in favor of hearing students

Key Words: deaf education • inclusion • interpreting • mainstream education • multimedia

American Educational Research Journal, Vol. 42, No. 4, 727-761 (2005)
DOI: 10.3102/00028312042004727


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