Abstract
Unceasing effort has been made in the United States to ensure for the students with disability
the best access to postsecondary education. Rochester Institute of Technology, in particular,
has provided state-of-the-art technical professional education to more than 1,200 deaf or
hard-of-hearing students by providing high quality interpreting services. In this paper, the
author described the process in which newly hired interpreters adjusted their skill to higher
education and the preparation strategies taken by interpreters to overcome difficulties when
they were assigned to unexperienced highly demanding classes. The results indicate that
following factors could be the major keys to enhance the quality of services in Japanese
universities: providing language or interpreting models; providing materials of classes;
providing mentors who could guide interpreters; and providing training to know how to
prepare for demanding situation.
