{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T17:33:14Z","timestamp":1791999194509,"version":"4.4.0"},"reference-count":12,"publisher":"Oxford University Press (OUP)","issue":"3","license":[{"start":{"date-parts":[[2024,3,14]],"date-time":"2024-03-14T00:00:00Z","timestamp":1710374400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2024,6,24]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter\u2019s role and deaf students\u2019 perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter\u2019s role. This article concludes with considerations and recommendations for deaf education and interpreter education communities.<\/jats:p>","DOI":"10.1093\/deafed\/enae009","type":"journal-article","created":{"date-parts":[[2024,3,14]],"date-time":"2024-03-14T15:42:19Z","timestamp":1710430939000},"page":"412-423","source":"Crossref","is-referenced-by-count":8,"title":["The interpreter\u2019s role and deaf students\u2019 autonomy in mainstream classrooms"],"prefix":"10.1093","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3553-0170","authenticated-orcid":false,"given":"Lisa M","family":"Prinzi","sequence":"first","affiliation":[{"name":"ASL and Interpreting Education , National Technical Institute for the Deaf, , Rochester, NY , United States"},{"name":"Rochester Institute of Technology , National Technical Institute for the Deaf, , Rochester, NY , United States"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2024,3,14]]},"reference":[{"issue":"1","key":"2024062415253213500_ref1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.3402\/shv.v6.28969","article-title":"Deaf and hearing high-school students\u2019 expectations for the role of educational sign-language interpreter","volume":"6","author":"Berge","year":"2015","journal-title":"Society, Health & Vulnerability"},{"key":"2024062415253213500_ref2","volume-title":"Qualitative research for education: An introduction to theories and methods","author":"Bogdan","year":"2003","edition":"4th"},{"issue":"2","key":"2024062415253213500_ref3","first-page":"13","article-title":"Signs of autonomy: Facilitating independence and inquiry in deaf science classrooms","volume":"17","author":"Kahn","year":"2013","journal-title":"Journal of Science Education for Students with 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