Etiquette For Working with Deaf or Hard of Hearing Students

cwagner@kumc.edu or 588-7813/588-5048

She can answer your questions, help with your concerns, or suggest other resources. 

In general, remember the interpreter is in the classroom to enable communication to take place within the classroom.  The interpreter does not only interpret “for the Deaf student.”  Rather, the interpreter is there to interpret for you, for the hearing students AND for the Deaf student.

For effective communication to occur, the interpreter will do the following:

• Interpret accurately.  The interpreter is responsible for interpreting all information as accurately as he or she can, without embellishment or deletion.
• Remain impartial.  The interpreter will avoid expressing his or her personal opinions.
• Interpret all the communication that occurs in the presence of the deaf student.  In essence, the interpreter becomes the ears of the deaf student.  This includes relevant and irrelevant messages, off-color jokes, any discriminatory comments – anything that hearing people would be able to hear.  Likewise, the interpreter will voice anything the deaf student signs in class.
• Maintain confidentiality.  Interpreters will hold all information regarding the deaf student in confidence.

THE FIRST FEW CLASSES

On the first day of class the interpreters will introduce themselves and advise you that he/she/they will be the interpreters for this class.  Depending on the length or subject matter of your class, you may have a team of two interpreters.  They will not divulge the name of the student they are interpreting for at this time.  If you have not been informed ahead of time, it is the student’s responsibility to let you know that they will be requiring the interpreter(s) by way of introduction.

Interpreters have a unique role in the classroom.  They are quite visible and will attract considerable attention during the first few days of class, especially from the hearing students. Please be assured that as the weeks pass the interpreters will become part of the class culture and everyone should be comfortable.  However, because of this visibility, you may be inclined to include the interpreter in discussion or class activities.  However, in order to be actively involved with interpreting, interpreters must take a passive role in classroom participation.

Please understand that the interpreter will make every attempt to stay in an area where the deaf student can see both you and the interpreter at the same time.  Therefore do not become alarmed should you walk to the back of the room for part of a presentation and the interpreter follows. 

When/if you distribute the syllabus, please make sure that the interpreter is given one so that he or she may follow the class schedule as well.  This also includes providing an extra copy of any handouts that are distributed during the remainder of the semester.

The following suggestions are intended to make your classroom communication accessible and as effective as possible:

• Get to know the interpreter(s) who will be working in your classroom.  The interpreter will adjust to your teaching style and communication pace.
• Accommodations.  The faculty letter or your Program/Course Director will provide you with information regarding each of the accommodations the student is receiving for your class.  These accommodations could include interpreters, notetakers, taking tests in the testing center and/or extended test time.  This information is confidential.  Please refrain from discussing this information or asking questions regarding this information with the student in front of others. 
• Understand that accurate interpretation requires preparation.  Because you want your information and knowledge to be accurately communicated, the interpreter must be accurate.  This requires preparation.  Sometimes this may involve meeting with you to discuss class goals and objectives, class outlines, films, videotapes and lesson plans.  The more you are willing to work with the interpreter, the more accurately you will be able to communicate with all the students in your class.
• Student NO SHOWS. If the student has not arrived by the time class starts, the interpreter is required to wait 15 minutes for each hour of class (for a maximum of 45 minutes) before reporting back to Disability Services.  The interpreter will either wait in the classroom or will inform you that they are ready for class, but will be waiting outside the door for the student, and will come in if and when the student arrives. 
• Interpreter NO SHOWS.  If at anytime the interpreter is not in class or a substitute is not sent, please contact the EOO, Carol Wagner or Alex Stacks at 588-7813 or 588-5048 and an interpreter will be sent as soon as possible.
• Movies and videotapes. These are the interpreter’s worst nightmare.  They are designed to be fast-paced and the information is often very dense.  This means that there are many important facts or complex concepts presented with little time to process the material mentally.  Please attempt to use movies or videotapes that are either open or closed captioned.  Some televisions on campus are equipped for use with closed-captioned videos.  If you record something from home, and the program is closed captioned, the captioning will automatically record and can be played on the TV’s on campus.  IF you must use a movie or video that is NOT captioned, please inform the interpreter as far in advance as possible.  The interpreter may ask to borrow your copy of the tape to view at home in order to prepare.  If given advance notice and closed captioning is not possible, the EOO will arrange to have the movie/videotape transcribed for the student. If you hand out a worksheet to be completed during the videotape, please understand that it impossible for a deaf student to watch the video, the captioning and/ or interpreter, AND take notes or complete a worksheet at the same time.  Please make sure the student is either given the worksheet ahead of the class in which the video is being shown so they are aware of the concepts you are looking for. Also make sure the notetaker in the class provides the deaf student with notes from the video and try to give the deaf student extra time to complete the worksheet.  If no worksheet is to be completed, make sure the notetaker takes notes during the movie or video, even if they normally would not.
• The interpreter is NOT responsible for the Deaf student(s) in your class.  The responsibility for all the students in the classroom is the teacher’s, not an interpreter’s.  The interpreter has no control over, nor responsibility for, classroom attendance or behavior of the Deaf students.  The interpreter’s primary function is to enable you to communicate with one (or more) of the students in your class as you facilitate the learning process in class.  If you are concerned about the behavior of a student in your class, discuss your concerns with the student or refer the student to  Student Counseling Services.
• Speak directly to the Deaf student(s).  When you are working with an interpreter and wish to address a Deaf student (or adult), always speak directly to the person (e.g. “Do you want to….”, “How would you….”) and avoid phrasing that treats the Deaf person as a non-entity (e.g. “Ask him if he wants ….”, “Tell her to open her book….”).  Always phrase your communication with the Deaf person as if you were communicating without an interpreter.
• The interpreter will transmit all remarks to the Deaf student(s) and vice versa.  The interpreter will not edit, nor delete any of your comments, nor those of other members of the class.  Basically this means, the interpreter, to the extent that is humanly possible, will interpret everything that you say as well as everything the students, both Deaf & Hearing, say during class. If you should meet with the student in your office this includes any phone calls or comments you make in the student’s presence.
• Allow the Deaf student(s) to sit in an appropriate location in the classroom.  Most of the Deaf student(s) will chose to sit in a location (usually towards the front of the class) where they will have visible access to both you and the interpreter.  This may mean adjusting your alphabetical order-seating chart, should you use one, in order to accommodate the student(s) needs.
• Avoid standing in front of windows or other strong light sources.  When a person is standing in front of a strong light source (i.e. is backlit) it is extremely difficult, if not impossible, to distinguish facial features and movements.  The Deaf student(s) in your class rely on visual access to information.
• During class discussions, allow time to enable Deaf student(s) to participate.  It is not possible to interpret at exactly the same instant that something is said or signed.  When you ask a question, the interpretation of that question will happen a couple of seconds later.  In order to allow the Deaf student(s) to participate fully in classroom discussions, it is helpful to wait a short period of time before calling on someone.  This gives all the students in your class the same opportunity to participate and allows you to determine accurately student participation.
• Class discussion.  Class discussion is often a large and essential part of the classroom experience.  However, discussions that include several people speaking at once can be difficult or impossible to interpret.  Please try to control the discussions.  Act as a moderator to assure that only one person is talking at the same time.  Be sure to recognize the next talker in order to give the students and interpreter time to realize who is talking…and from where.  If at all possible, repeat or rephrase questions before a response is given.
• If you have a lab class or have items displayed in your classroom that you will be pointing out, please allow extra time for the deaf student to locate what you are referring to before continuing.  They will be getting the information from the interpreter about the item you are referring to and will need just a few seconds more to locate the object in the room.
• Multitasking????? Some can, some can’t.  Please refrain from talking to the class at the same time you’re having them read something.  Also, please do not explain next week’s assignment while the class is finishing an in-class assignment such as a test or writing assignment.  If this situation should arise, please write the important information on the board.  The hearing students will benefit from this as well.
• Reading as a group in class.  If you have your class read along as you read out loud, please note that the interpreter will probably stop interpreting and move closer to the student, and then move his or her finger along the section you are reading.  This will enable the interpreter to more effectively get the student’s attention if you should stop to explain something in the reading or once the lecture resumes.
• Reviewing tests.  When reviewing a test in class, please give a few seconds between questions and answers for the interpreter to catch up.  If at all possible, please provide the interpreter with a copy of the test while you are reviewing the test answers.
• Visual Aids.  When passing around visual aids please allow a few extra moments for the deaf student to get the information from the interpreter before handing the visual aid to the student.
• Line of sight.  Please remember that the student and interpreter need a clear line of sight in order to have effective communication.  Please remember not to set a projector, TV, or lectern in the student’s line of sight of the interpreter.
• Even with the best preparation things come up.  Please do not become flustered if the interpreter should stop you or another student for clarification regarding the spelling of a word, something that was not loud enough to be understood, or said at a very fast pace.  

 Again, please do not hesitate to contact anyone in EOO should you have questions or want more information.  The Disability Services staff is here to assist everyone in making the educational experience a positive one.