Sign Language Interpreter

Perhaps the best accommodation for a hearing impaired student is to be provided with a sign language interpreter in the classroom or lab.

This is not something that you, the instructor, need to set up. The Center for Students with Disabilities will send one to your class room.

But, there are a few things you should keep in mind.

• When students use interpreters, the interpreter will position themselves close to you and also in the student's direct line of vision to the object that the student also needs to be watching. Interpreters are pretty savvy about how to do this and not impede the vision of the other students.

• If it is appropriate for the line of vision to not be obstructed, it is thoughtful to provide an interpreter chair (without arms if possible) available in front of the classroom, facing the deaf student.

• Interpreters are there to provide a fluid and uninterrupted flow of information. The interpreter is not only facilitating communication for the deaf student; they are also facilitating communication for you.

• They should not be asked to pass out papers, turn off lights or any other classroom activity. It is simply not their job.

• Be aware that any offhand comments, jokes, personal asides, personal comments or negative statements that you think no one will pay attention to or remember…WILL be interpreted to the student. The interpreter will interpret EVERYTHING you say. Do not say to the interpreter, “Don’t interpret this.” They are required to interpret everything that is said in your classroom. 

• Every sound that will allow the deaf or hard of hearing student to understand everything that is going on in the classroom will be interpreted. If a loud plane passes overhead that is distracting or noise is heard outside in the hallway — the interpreter will give that information to the student.

• This full interpretation of every sound gives the deaf or hard of hearing student – the same information as a hearing student.

• Do not ask the interpreter to monitor the class during a test or assignments.

• Speak directly to the student. Do not ask the interpreter to “tell him/her.”

• Do not give a class test to the interpreter and ask him/her to escort the student to test proctoring.

• In emergency situations, please follow protocol and treat the D/HOH student as you would anyone else.  Do not expect the interpreter to do this for you.

• Do not ask an interpreter to interpret a meeting outside of the regular class hours.  It is the D/HOH student’s responsibility to contact the CSD to make arrangements for interpreters.

• Don’t worry if the interpreter is keeping up with you.  If they are having a problem, it is their job to let you know.

• When addressing the student, or during class discussions, remember to allow time for your question or comment to be interpreted to the student as well as allowing time for the student to process what has been communicated.

• As mentioned before, some long verbalizations can be signed in a very short time while other short verbalizations may seem long in their interpretation. This happens because of the syntaxical and semantic components of sign language. There is not a one-to-one correlation between an English word and American Sign Language sign.

• When watching non-captioned films or shows during class time, the interpreter should be next to the screen and there should be a clear line of vision between the student and the interpreter & screen.

Oh, yes, do not engage the interpreter in private conversations even if the class is busy with an assignment or test. Remember the interpreter is there for a job. Facilitating your information to the student and the student’s information back to you.  That’s it!