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Annotated Bibliography: Dissertations

This annotated bibliography was prepared by Sandra McClure in 2020.

These dissertations (below) are resources that are of interest to ASL legal interpreters. The descriptive and evaluative paragraph associated with the citation conveys the quality and relevance of the resource which assists in determining if the resource is of actual interest.

Additional resources are available within this Annotated Bibliography

NOTE: This page was last updated November 2021.

  1. Bentley-Sassaman, J. (2006).Experiences and training needs of Deaf and hearing interpreter teams. [Doctoral dissertation, Walden University].

    Key Words: Deaf interpreters, legal, training

    The purposes of this qualitative phenomenological study were 3- fold and included (a) exploring the experiences of Deaf interpreters and the hearing interpreters with whom they work, (b) understanding whether Deaf and hearing interpreters felt satisfied with the training they received in regard to working as a team, and (c) discovering gaps that could be addressed through training that would lead to the establishment of more qualified teams.

    Link to Dissertation: 

  2. Clark, L. M. (2018). The interactive courtroom: The deaf defendant watches how the speaker is identified for each turn-at-talk during a team interpreted event. [Doctoral dissertation].

    Key Words: courtroom, defendant, Deaf, interpreter, turn indication, speaker indication

    The Deaf defendant who stands before the court in the United States, charged with a crime and prepared to go to trial, cannot hear the individual voices of the judge, attorneys, and English-speaking witnesses. The American Sign Language – English interpreter must identify who is speaking as a component of the interpretation.

    *Not Available

  3. Lizor-Granda, K. (2013). A description of communication between service providers and seven deaf persons who have been incarcerated. [Doctoral dissertation, University of Cincinnati].

    Key Words: Deaf inmates, incarceration, interpreters, criminal justice, ADA

    This study is a narrative inquiry of the communication experiences of seven deaf individuals who have been incarcerated in seven different states. The communication experiences of each participant were narrated.

    Link to Dissertation, Account or Purchase Required:

  4. Romero, E. (2016). Deaf university students’ knowledge of the Miranda Warnings. [Doctoral dissertation, Gallaudet University]. ProQuest Dissertations Publishing.

    Key Words: Miranda warnings, Deaf students' knowledge

    Link to Dissertation, Account or Purchase Required:

  5. Seaborn, B., & Andrews, J. (2004). The comprehension of the miranda warning in English and American sign language by postsecondary deaf adults. [Doctoral dissertation, Lamar University - Beaumont]. ProQuest Dissertations Publishing.

    Key Words: miranda warning, comprehension, interpreter, legal, law enforcement

    Thirty-four deaf adults read the Miranda Warning in English and viewed it translated into American Sign Language (ASL) by a certified legal interpreter. Retelling tasks were videotaped, transcribed, back translated into English, and then scored on a five point scale. Implications and procedural guidelines for law enforcement officials are given.

    Link to Dissertation, Account or Purchase Required:

  6. Shine, B. (2016). Best systemic practices for the management of Deaf suspects, defendants and offenders. [Doctoral dissertation, University of Cincinnati]. Ohio Library and Information Network. 

    Key Words: Deaf, defendant, ADA, courtroom, legal

    The current study combines previous research on the deaf and their involvement in the criminal justice system with the findings of data gathered from practitioners nationwide to gain an understanding of how best to handle, process, and communicate with the deaf at each stage of the CJ system.

    Link to Dissertation:

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The contents of the Project CLIMB website was developed under a grant (#H160D160001) from the Department of Education. The contents do not necessarily represent the policy of the Department of Education. Do not assume endorsement by the Federal government.

As of December 31, 2021, this grant project is no longer active or soliciting applications.
This website will remain available as a resource.

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