Tutorial action plan for translation and interpreting students with special educational needs

Abstract

This qualitative study sets out to examine the effectiveness of a tutorial action plan for disabled translation and interpreting students (TAPdis), and to identify the support the different actors involved should provide. We combined data collection methods so as to obtain information from different sources, specifically questionnaires, interviews and archives. Our results clearly show that the greatest difficulties encountered are a lack of adapted teaching materials and methodologies, and the limitations some language combinations entail where certain types of disability are concerned. The data collected should make TAPdis systematization possible and outline a procedure for assisting disabled students in translation and interpreting studies.