learner needs. But there remain concerns aides most of whom are not trained or that the ORS framework does not provide qualified for the complex demands of sufficient NZSL resources and support mediating classroom communication in necessary for some deaf students. For NZSL.123 This practice is documented in example, the use of qualified sign language the literature on educational interpreting interpreters as a support role in schools is as creating an illusion of access. But not well established in the ORS framework. it risks restricting or distorting a deaf NZSL interpreters are not yet included in student’s access to the communication the list of approved ORS specialists and environment.124 ORS funding may be insufficient to enable the use of interpreters for full access to the The option of interpreters in schools needs curriculum.122 to be available. Other options include considering ways to increase NZSL fluency Qualified NZSL interpreters are rarely amongst staff, create NZSL language employed to support deaf students in environments, and use visual technologies. mainstream schools. In most cases, the The existing tertiary level NZSL courses interpreting role is undertaken by teacher’s available at Auckland University of Pupils at Yaldhurst Model School. © Margaret MacDonald. 44