Educational Interpreting at Stockholm University: A Comprehensive Model of Inclusion
Access to education is a fundamental right, yet for students with hearing impairments, deafness, or deafblindness, achieving this right often depends on the availability of specialised support. Stockholm University has been at the forefront of ensuring inclusivity in higher education through its Unit for Educational Interpreting, which provides high-quality sign language and speech-to-text interpreting services. Since its establishment in 1987, the unit has grown to become a national leader, serving not only Stockholm University but also numerous affiliated universities across Sweden.
This article examines the structure, operations, and impact of the Unit for
History and Mission
The Unit for Educational Interpreting was founded with a clear mission: to remove communication barriers for students with hearing-related disabilities. Over the years, its scope has expanded to include:
- Supporting students at undergraduate, graduate, and doctoral levels in all aspects of their education.
- Assisting faculty and staff with interpreting needs for lectures, meetings, and conferences, both domestic and international.
Uniquely positioned within Stockholm University, the unit offers interpreting services free of charge to both students and staff, reflecting the department's commitment to accessibility. Today, the unit collaborates with around 40-50 departments, and an equal number of deaf and hard of hearing students, in several prominent universities, including Karolinska Institutet, Uppsala University, and the Royal Institute of Technology (KTH).
Operations and Service
Students apply for interpreting support through their university’s disability services. After an assessment, the coordination team at Stockholm University works closely with the students and departments to tailor services to their preferences, whether in Swedish Sign Language or speech-to-text. Additional support, such as note-taking, is often included to enhance accessibility but is not carried out by the interpreters themselves.
NAIS and Targeted Educational Support at SU
NAIS (National Administration and Information System for Coordinators) is managed by the Swedish Council for Higher Education and is used by most higher education institutions in Sweden. At Stockholm University, we only handle applications for targeted educational support for students enrolled at the university.
Students admitted to Stockholm University can apply for support via NAIS if they have a permanent disability, supported by medical documentation. At Stockholm University, there is an exception for students applying for sign language interpretation or Speech To Text Interpreting services, where the medical documentation can be replaced by a meeting with the interpretation coordinator (assessment).
Our interpretation coordinators can approve or reject the following in NAIS:
- Adaptations for written exams
- Mentorship
- Educational interpretation
- Access to resource rooms
We can also recommend (leaving the final decision to the department):
- Extended exam time
- Note-taking support
- Peer support
- Transcription services
- Access to specific equipment, such as height-adjustable desks
- Access to teaching materials in advance
- Adaptations for group work
- Individually tailored study plans
- Audio recording for personal use
- Special adaptations (for unique needs).
According to Chapter 2, Section 5 of the Swedish Discrimination Act (2008:567), educational institutions are required to fund reasonable accommodations to ensure accessibility. However, what qualifies as reasonable is not clearly defined.
Institutions must allocate at least 0.3% of their undergraduate education funding for targeted educational support. Additionally, they can apply for reimbursement through National Funds. While these funds were sufficient in previous years, rising costs—particularly for mentors—have resulted in coverage of only about 70% of expenses exceeding the 0.3% allocation. The costs exceeding the 70% coverage by the National Funds need to be covered by the university itself.
A significant challenge is faced by smaller institutions, which often lack the financial resources to cover interpretation costs.
Comprehensive Support for Students
The unit’s interpreters provide support in a wide variety of educational and social contexts, including:
- Lectures and seminars: Translating academic content into Swedish Sign Language (SSL) or text.
- Group work and workshops: Facilitating collaboration among peers.
- Field studies and internships: Ensuring effective communication in real-world settings.
- Thesis defences: Interpreting when the doctoral candidates present and defend their research for a big audience.
For example, a student enrolled in the Veterinary programme might require interpreting services during a work placement on a farm to fully engage in both formal and informal discussions with peers, also a critical component of higher education. In that setting, the interpreters participate dressed in rubber boots and a coverall. A PhD student at the doctoral conferment ceremony at the City Hall gets the speech from the Vice Chancellor and all the Latin phrases used, translated by interpreters dressed in either tuxedo or evening gown.
Interpreting Support for Staff and Faculty
Interpreting for faculty and staff includes:
- Academic conferences, where interpreters bridge language gaps between researchers.
- Administrative meetings, where accessibility ensures inclusivity in decision-making.
- Professional development sessions, supporting lifelong learning for all employees.
Organisational Structure
Team Composition
The unit consists of a diverse team of professionals:
- 20 sign language interpreters and 5 Speech interpreters, many of whom have many years of experience in interpreting in advanced academic settings.
- 6 coordinators, responsible for planning and logistics.
- Freelance interpreters, hired as needed, to accommodate variations in demand.
This structure enables the unit to handle approximately 17,000 interpreting hours annually, with less than 0.2% of hours unfulfilled, often due to last-minute changes.
Interpreters Role
Interpreters employed at the unit bring extensive experience and often have academic backgrounds themselves. Their workload includes approximately 500 interpreting hours annually, with an additional 1200 hours dedicated to preparation, follow-up work, travel and competence development.
Head Interpreter
Each student or programme has a dedicated head or main interpreter who is responsible for checking schedules well in advance and reporting changes to the coordinators. The function is paramount for the organisation’s workflow and routines which have been in place for many years and are continually evolving. The head interpreter contacts lecturers in advance to inform them about educational interpreting, to ask for PowerPoint presentations and give additional information about the service. They act as the link between the deaf student(s), the lecturer and the interpreting team assigned to the course/programme. The head interpreter also plays a crucial role in evaluating the section’s interpreting services by regularly seeking and obtaining feedback from the students.
Coordinators’ Role
Coordinators are central to the unit’s efficiency. They manage long-term scheduling, liaise with faculty to secure preparatory materials, and maintain close communication with students to address evolving needs.
At the unit for educational interpreting, we rarely, if ever, hire newly graduated interpreters. Instead, we seek interpreters with a few years of professional experience, where having completed their own academic studies is considered an asset.
Innovations in Educational Interpreting
Adapting to Multilingual Environments
As lectures increasingly shift to spoken English, interpreters must adapt to provide seamless communication. Nearly all interpreters at the unit are now proficient in translating spoken English into Swedish Sign Language or written English. This multilingual capability has been instrumental in supporting international students and faculty.
Technological Advancements
Technological innovation has transformed the field of educational interpreting. Real-time captioning tools, remote interpreting platforms, and digital scheduling systems have enhanced efficiency and accessibility. For example, during the COVID-19 pandemic, remote interpreting allowed the unit to maintain its services without interruption.
Expanding Demand for Speech-to-Text Interpreters (Speedtext)
The growing use of cochlear implants among deaf students has led to a demand for different modes of interpreting. This shift highlights the need for continual adaptation in interpreting methods to meet diverse needs. In addition to this, more and more deaf students with sign language as their mother tongue order Speech-To-Text Interpreting rather than sign language interpretation in order to immerse themselves in the subject language.
Our interpreting service is provided as a targeted support, meaning that the service we offer is tailored to meet the specific needs of the interpreting user—in our case, linguistic needs. Depending on the subject being interpreted or the user’s preferences, those who wish can request text-based interpretation (Speech-to-Text Interpretation/Speedtext/Captioning), which transcribes spoken language into written Swedish or English.
One advantage of this approach is that the student gains access to technical terms and expressions as they appear in academic literature. A disadvantage, however, is that text-based interpreters rarely possess dual competencies, such as proficiency in Swedish Sign Language, making spoken interpretation unfeasible and resulting in one-way communication. It is not uncommon for deaf students who use text-based interpretation during lectures to switch to sign language interpreters during seminars and group work, where higher levels of interaction are expected and required.
Photograph of Thomas interpreting during a lecture at Stockholm University
Challenges and Opportunities
Balancing Quality and Efficiency
Interpreters face unique challenges in maintaining high standards while managing heavy workloads. For instance, interpreting a course in Theoretical Chemistry requires extensive preparation to grasp complex concepts. One way how the unit addresses this is by allocating 170 hours annually for professional development, enabling interpreters to stay updated on both academic content and interpreting techniques.
Voices from Students and Staff
One way we get feedback from the students but also the teachers working with interpreters is by sending out surveys to them on a regular basis. For example, a survey was sent out to all students and teachers studying and working with an interpreter in 2024.
Among the answers from the students, the following were reported:
Fantastic service, interpreting competence, accessibility, flexibility, awareness, and knowledge! Truly a treasure in the special education teacher training program!
Without you at…(Unit for Educational Interpreting)…, I would never have been able to complete my education.
A suggestion for improvement could be to find out in advance how certain subject-specific terms are signed to make it easier to follow along. However, I’m not sure how this could be done—perhaps a brief meeting (via Zoom or in person) before the lecture to go through important/difficult signs or terms, or recording a video that can be watched beforehand…
Among the answers from the teachers concerning the collaboration with the interpreters, the following were reported:
The interpreters responded quickly and thoroughly to my questions and provided information/material in good time.
They were all accommodating. There was some confusion when several interpreters were used and switched, but overall it worked well—the main thing was that all parts were interpreted, even though our course partially took place in the evening. This was very well organized by you.
The interpreters are incredibly professional and pleasant to work with.
Excellent communication with good information and a friendly attitude.
It was clear who the main interpreter was and who I should contact if needed.
Concluding Thoughts
Stockholm University’s Unit of Educational Interpreting exemplifies how inclusivity can be embedded into the fabric of higher education. By addressing the needs of students and staff with hearing impairments, the unit not only enhances individual experiences but also enriches the academic community as a whole.
Stockholm University has decided to provide sign language interpretation at all doctoral conferment ceremonies held in Stockholm City Hall, regardless of whether any deaf participants are present. By having interpreters from the unit for educational interpreting present at this prestigious event, the language—and thereby the user group—is made visible and becomes a natural part of even the most formal ceremonial occasion of the academic year.
It is also worth noting that the requirements interpreters place on lecturers—such as the use of microphones in lecture halls, good lighting, and thorough preparation—also benefit other students.
The situation for sign language interpreters in Sweden is very different depending on where in the country people live. The interpreting training schools have gone from being around 5-7 to three today. All training has historically been placed in so-called Folk High School (Folkhögskola), a form of non formal education institution but since 2015 Sweden also has a bachelor programme in Sign Language and Interpreting at Stockholm university.
We have a very low staff turnover, and many of our interpreters have worked at the unit for many years. A governmental position, as this is, is highly sought after but also places significant demands on the employee.
As demand for educational interpreting continues, the unit’s innovative approach and unwavering commitment to accessibility position it as a model for universities around Sweden and potentially worldwide.
For further information or to discuss potential collaborations, contact Thomas Pirander at thomas.pirander@su.se
