Is there any evidence-based research regarding consistency with interpreters in a mainstream setting? If a student has the same interpreter for a number of years, does this in itself, negatively impact a student’s progress if the student’s use of the accommodations and interpreter is a positive one? My daughter, who is in a mainstream setting, has requested the same interpreter for the 3rd year. I do not see any problem with this; however, I was unsuccessful in finding supportive/non-supportive research, articles, etc. about this issue.
No one I have contacted has been able to cite research on this issue, so the simple answer to your question seems to be “no.” Stories shared over the years, though, have never yielded a negative about a deaf student having the same interpreter year after year….and even throughout the school years and into college. One male college student (still with his first, female, school interpreter) said that the early puberty years were a little strange at first, but he was glad he had not changed. High-quality educational interpreters are hard to find in many places. If your daughter has a good one and everyone is happy, there is no reason to change. Having a variety of sign language models likely would be beneficial for her language development. However, it seems best to have consistency in school terminology and support from someone who knows your daughters strengths as well as her needs. You can find her other language models in other settings.
And here’s an addition of further readings from Christine Monikowski (NTID) who noted that many school districts have guidelines concerning time limits for interpreters working with a single student (typically 3 years)…to insure “professional boundaries” are adhered to:
Crosby, P. (1998, November/December). Looping in middle school: Why do it? Teaching Pre K-8, 29(3), 46-47.
Elliot, I. (1998, November/December). When two years are better than one. Teaching Pre K-8, 29(3), 38-41.
Nichols, J. D. (2002, September). The impact of looping and non-looping classroom environments on parental attitudes. Educational research quarterly, 26(1), 23-41