MENU menu

Close close menu


Sign Language Interpreting Support For Deaf University Students: How well is the current system working?


This study examines the interpreting support provided to Deaf students, studying full-time at universities in the U.K. during the period September 2016 to December 2019.


The main objective of this study is to look at the interpreting support provided in the university classroom to deaf and hard of hearing students who use sign language to access the curriculum.


Does the sign language interpreting support procurement process meet the needs of Deaf students and their sign language interpreters? If no, how can this process be improved?


Research questions within the study:

  1. Who is providing interpreting support in the university classroom?
  2. Is the interpreting support meeting the language need of students?
  3. Is the DSA-QAG framework workable for Deaf students and sign language interpreters?

Summary Report From Deaf Student Survey


Information for deaf and hard of hearing students:

Survey for deaf and hard of hearing students


Survey Information document


Survey Consent document



Information for CSWs and sign language interpreters:

Survey for CSWs and BSL / English Interpreters


Survey Information document


Survey Consent document


This page will be updated throughout the project. 


Conference presentations

The process of how sign language interpreting support is provided to Deaf students in the university classroom Visual Language Professionals 2018


Interpreting for deaf students in HE. Watch Your Language 2018. City Lit, London 12/04/18


Improving accesss provision for deaf studens in HE. What more can be done?  Westminster Briefing, London 15/11/17


Publication (MRes Dissertation)

Lewin, F. & Schembri, A. (2011) Mouth gestures in British Sign Language (BSL): A case study of tongue protrusion in BSL narratives. Sign Language & Linguistics 14(1), 94-114.




Frances Lewin

Frances Lewin is a PhD student at UCL Institute of Education working under the supervision of Professor Chloe Marshall and Dr Robert Adam