Working with Interpreters: Tips for Faculty/Staff

• Communicating with Deaf and Hard-of-Hearing Students:

-          When speaking to a deaf or hard-of-hearing student, be sure to face the student.

-          Speak in your ordinary tone – you do not need to raise your voice unless the student asks you to raise your voice.  Shouting distorts the mouth and makes lip reading more difficult. Be careful not to chew gum or eat as it will inhibit lip reading.

-          Direct questions for the deaf or hard-of hearing student to the student, rather than to the interpreter.  Interpreters do not participate in the class and cannot speak or think for the deaf or hard-of-hearing student.  Interpreters are not responsible for the students for whom they interpret; the students are responsible for themselves.

• Working with an Interpreter: You are communicating with a deaf or hard-of-hearing student through another person who will be transforming the spoken word into the language of signs.  It is important to realize that interpreters translate everything said in a classroom by a faculty member, staff member, or student.  Interpreters regard all information as confidential and are bound by strict ethical guidelines.

• Lecture Pace: The interpreter may need to adjust the lecture pace and sometimes it may be necessary for professors to adjust to the pace of the interpreter.  Adjustments of lecture pace (e.g., requests to stop, repeat, or slow down) are to ensure deaf and hard-of-hearing students receive the lecture in full.

• Location of Interpreter in Your Classroom: So that the student can maintain eye contact with both professor and interpreter, the interpreter will generally sit to the left or right of the professor facing the class.  Assist with any needed classroom re-arrangements so that the interpreter will be sitting in good lighting.

• Notetaker Services: Because deaf and hard-of-hearing students need to give their full attention to the instructor and the interpreter, you may need to assist Services for Students with Disabilities with finding a peer notetaker for the class.  Notetakers are paid through Services for Students with Disabilities.

• American Sign Language is a Concept-Based Language:  There may not be a specific sign for specialized jargon.  Usually, the interpreter will have to fingerspell specialized jargon using a manual alphabet.  Writing any jargon on the chalkboard or giving a list of words to the interpreter before class can be very helpful.

• Using Demonstration and/or Visual Aids: Allow some extra time for deaf and hard-of-hearing students to see what is being demonstrated as well as to see what is being said.  Deaf and hard-of-hearing students find it difficult to continually shift eye contact between the chalkboard and the interpreter when professors simultaneously lecture and use chalkboard demonstrations.  To help both the student and the interpreter:

-          Be more explanatory when going over the points on the board.

-          Try to avoid vague references such as “this” or “that.”

-          Pause more often as you speak.

-          Attempt to maintain eye contact as much as possible with the student.

• Dimming the Lights: When using an overhead projector, slides, PowerPoint presentations, videotapes, and/or films, it is sometimes necessary to either dim the lights or turn off the lights completely.  When lighting is reduced, it is important to make sure there is still sufficient lighting for the interpreter to be seen.  Please use captioned films and videos when available.  Contact Services for Students with Disabilities at 803-323-3290 for assistance with securing captioned videos.  Not every movie or video is available in captioned form, but the Disability Services Coordinator can help you research what might be available.

• Question and answer periods will not pose a problem.  If the student is unable to vocalize his or her question, the student will sign the question to the interpreter and the interpreter will vocalize the question.  The answer will need to pass through the interpreter to the student.  It is important that the other students know who is speaking.  Pausing to identify the student by name when calling on the student will help the others in the class to distinguish the student’s question or comment from the interpreter’s voice.

• Cancelling Class: If you need to cancel class, please contact Services for Students with Disabilities as soon as possible so that we can cancel the interpreter.  You can reach Services for Students with Disabilities at 803-323-3290 or you may reach Gena Smith, Coordinator, at smithg@winthrop.edu.  Notifying us about changes in your class schedule helps us to provide the best services for the student and helps us to use limited interpreting resources effectively.