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

Albert Boamah

doi:doi:10.11648/j.ajad.20210604.12

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

Albert Boamah

Published in American Journal of Art and Design (Volume 6, Issue 4)

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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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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TY  - JOUR
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
DO  - 10.11648/j.ajad.20210604.12
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
IS  - 4
ER  -

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Author Information

Albert Boamah

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

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Plain Text BibTeX RIS

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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TY  - JOUR
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
DO  - 10.11648/j.ajad.20210604.12
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
IS  - 4
ER  -

Copy | Download