A National Survey on the Collaborative Practices of Educational Interpreters and Barriers to Interprofessional Practice

Abstract: The purpose of this national study was to investigate educational sign language interpreters’ participation in collaborative practices and explore potential barriers to interprofessional practice when serving students who are D/deaf or hard of hearing (D/HH). A survey instrument was utilized to solicit information through Likert scales, multiple-choice, and open-ended questions from 591 educational interpreter participants, and data were triangulated with the collection and analysis of 145 formal job descriptions. Potential barriers to collaboration were identified based on themes that emerged in participants’ responses to open-ended questions. Results indicated a high level of collaboration and shared responsibility for supporting language development between various members of educational teams serving D/HH students. However, while 93% of educational interpreter participants reported that they consult with other educational professionals regularly, only 79.3% of formal job descriptions distinctly acknowledged collaboration as an expectation of the position, indicating that additional attention may be needed within the field to formalize and support the important process. Frequently reported work conditions considered to be potential barriers to effective collaboration included a lack of designated space for meetings, limited access to preview instructional materials, inadequate preparation time, and a lack of relevant professional development and feedback. Future research is needed to further explore how improving access to such professional resources may sustain or increase collaborative practices, as well as its impact on outcomes of students who are D/HH.