This book explores the current state of educational interpreting and how it is failing deaf students. The contributors include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations. The book presents the salient issues in three sections. Part 1 focuses on deaf students, their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter. The contributors discuss the need to define the core knowledge and skills interpreters must have and they also develop standards of practice and assessment. [Based on publisher information]