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Many classes are assigned 2 interpreters. The reason for this is twofold:
Be aware that interpreters are bound by a code of ethics. The Registry of Interpreters for the Deaf, Inc. has set forth principles of ethical behavior to protect and guide interpreters, transliterators, and hearing and deaf consumers. To view the Interpreter Code of Ethics along with an explanation of how each tenet applies to interpreters working at ACC, click here. (Note: you will need to use the back button in your web browser to return to this page.)
Tips for Working with Interpreters Allow the interpreter to stand/sit near the teacher. This allows the student to see the teacher, interpreter and visual aids without having to possibly miss information by moving his/her eyes back and forth between the teacher and interpreter. Interpreters in your classroom do not necessarily specialize in the content area in which you teach and therefore may need to prepare for class just like your students do. Interpreters cannot accurately interpret information which they do not understand, so it is in the best interest of the instructor and the student for the interpreters to be as prepared for the class as possible. You can assist the interpreters by providing extra copies of class syllabi, handouts, and other materials to them at the same time you are passing them out to your students. In addition, some subjects may necessitate the interpreters having a copy of the textbook, even if it is an older edition. The interpreter may ask for your help in locating one. Remember, the more prepared the interpreters are, the better the opportunity will be for the deaf student to succeed in your class. The interpreter may be one to several sentences behind the speaker. This lagging behind the speaker allows the interpreter to process the information (remember, interpreters look for ideas and concepts not words) and interpret it into the language understood by the recipient of the information. If a deaf student is not present when class begins, the interpreters will wait 15 minutes for each hour of class (20 minutes for an hour and fifteen minute class; 30 minutes for a 2 hour class; etc.) then report the absence to Interpreter Services to see if they are needed elsewhere.
For many deaf/hard of hearing students American Sign Language (ASL) is their first language with English being their second language. Like other foreign languages, ASL is a distinct language from English with its own syntax and grammar. A majority of the grammar is derived from specific facial expressions, mouth movements, descriptive hand shapes called classifiers and use of space, not from individual words/signs. In addition, ASL does not use articles (a, an, the) and uses only an active voice (never passive). These differences help to explain why deaf/hard of hearing students may have problems learning English. An example of the differences between English and ASL is illustrated by the following English sentence and the ASL description/translation of the sentence.
Speak directly to a deaf/hard of hearing student, not to the interpreter. When doing so use "I" and "you" and avoid saying "tell him..." or "ask her...."
Teacher Expectations from Deaf Students Expect the same from deaf/hard of hearing students as you would any other student. These students should be held to the same standards as the rest of the students. Treating them differently or to showing them favor does a disservice to these students rather than providing them with help. There may be times when tests need to be modified. Examples of test modification may be allowing an interpreter to interpret test questions, allowing more time to complete the test, or allowing the student to complete an oral report rather than a written one. These are reasonable accommodations. Deaf and hard of hearing students are still responsible for knowing material, just like the other students.
Deaf Student's Responsibilities Deaf students are required to let Interpreter Services know of absences 24 hours in advance when possible. If they fail to do so, after 3 occurrences, interpreter services may be suspended or terminated for the class for the rest of the semester. If an interpreter does not show for class (8-5pm) the student is responsible for immediately informing the Interpreter Services Office. Every attempt will be made to send a substitute. If the no show occurs after 5pm the teacher and student need to decide whether the student should stay or leave. Arrangements can be made to have the student come to another class with an interpreter or to meet the teacher during office hours to get caught up. Students are also responsible for
ü Be as visual as possible when presenting information by using the chalkboard, handouts, graphics, overheads, copies of lecture notes, closed caption videotapes, etc. Deaf students learn best via the visual mode. ü When pointing to something on the board, computer or a map, hold your pointer in place longer than normal. This allows the student time to change his/her focus from the interpreter to the board and see what is being referenced. ü Before showing a videotape, check to see if it is captioned. The videotape case should indicate if it is captioned or not. Also, check the TV menu to be sure the captioning feature is on. If you have problems or questions about the tape or setting the caption feature on the TV, you can ask the student or interpreter for assistance. If the videotape is not captioned, the interpreter will interpret it. ü Try to avoid talking while students are being asked to do other things such as looking up pages in the textbook or working on the computer. Students can't read (i.e. look for a page number) and watch the interpreter at the same time. ü Call on deaf and hard of hearing students to answer questions and participate in class just like any other student. ü When discussing certain concepts, give examples of what the concept refers to. For example, when discussing how people make assumptions about other people give examples of what you are referring to. "When you hear that someone is a policeman you assume s/he will have certain characteristics such as xyz." ü Adhere to the same classroom policies for deaf students as you would for other students regarding tardies, absences, participation in class and general expectations. For example, if you see a deaf student signing in class, it is considered the same as a non-deaf student talking. Deal with it in the same manner. ü If you plan to read something to the class, i.e. an excerpt from a book, make a copy for the deaf student or an overhead transparency so s/he can better follow along. This is especially true for English classes where the point of the activity may be to analyze the language used. Having the information interpreted into another language (ASL) may cause the student to miss the point of the exercise. If you have the interpreter interpret someone reading a text, we ask that the interpreter read it ahead of time to become familiar with it. If possible, we ask the speaker to try to slow down when reading to allow the interpreter to keep up. ü Alternative testing may be needed by some students. If the test has a written format (essay, multiple choice or fill in the blank), the student may prefer to have the interpreter translate some or all of the questions. If the student wishes to do this, s/he should first talk with the teacher to get approval. However, students don't always know they need the test interpreted until they see it. ü Encourage all students to wait until the teacher recognizes them before speaking. The interpreter can only convey one message at a time. Having one person speak or sign at a time will help to the interpreter facilitate the exchange of ideas without information being lost. ü Provide adequate lighting. If you plan to darken the room to show visual aids, be sure the deaf student can see the interpreter. Sometimes opening the door or blinds to let light in can be sufficient. Check with the student to see how much lighting needed.
Working With a Hard of Hearing Student Who Does Not Know Sign Language Be aware that lip-reading is very imprecise. Only approximately 30% of words spoken can be lip-read with any degree of accuracy. Sixty percent of the words in the English language look like some other word when attempting to lip-read. Therefore, the following tips will help your student lip-read you better.
Orientation to Serving College Students Who are Deaf or Hard of Hearing Online Training for Education Professionals Orientation to Serving College Students Who are Deaf or Hard of Hearing is a one-hour online training class designed for education professionals who are serving students who are deaf or hard of hearing. Others who may benefit from completion of the training include prospective employers of deaf and hard of hearing students and beginning students preparing for careers in deaf education, audiology, communication disorders, rehabilitation, or sign language interpreting. The instructional goal of the project is to provide a basic understanding of hearing loss and its implications for communication and learning in a secondary or postsecondary setting. The training is offered at no charge, and individuals who complete the training in one sitting may download and print an official certificate of completion issued by PEPNet. Training Objectives for Orientation to Serving College Students Who are Deaf or Hard of Hearing:
To access the training go to http://www.pepnet.org and select ONLINE TRAINING to begin.
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