Working with Deaf Students & Interpreters: A Guide for Instructors

Myths vs. Facts

• Myth: Sign language is English signed.
• Fact: There are some English based sign systems that attempt to replicate English semantics and syntax; however, these systems are awkward and not used by most deaf people. American Sign Language (ASL) is the preferred mode of communication for the majority of signers in the United States. It is a unique language with its own grammatical structure.

• Myth: It is possible to lip read English.
• Fact: The majority of English cannot be distinguished on the lips, and lip reading skills vary among individuals.

• Myth: Hearing aids enable people to hear speech.
• Fact: Speech occurs in a very small frequency range. Hearing aids increase the sound level but do not necessarily make speech more readily understood.

• Myth: All deaf people communicate the same way.
• Fact: Deaf people have individual styles of communicating. Some use ASL, some use signed English systems. Some use their voices for speech, others do not. Some deaf people do not use sign language at all.

• Myth: Deaf people see themselves as disabled.
• Fact: Many deaf people do not view themselves as disabled, but rather as members of a minority culture with its own language, values and traditions.

• Myth: Interpreters know each deaf student.
• Fact: Interpreters may meet a deaf student for the first time the first day of class.

• Myth: Interpreters are responsible for the deaf student’s academic success.
• Fact: Deaf students, like all students, are responsible for their success in the community college setting.

• Myth: Interpreters are familiar with all subjects they interpret.
• Fact: Usually, but not always. Because interpreters convey concepts, not individual words, they must fully understand the material to accurately interpret the information. Although the Office of Interpreter Services tries to match an interpreter’s content knowledge and skill level with the assignment, the interpreter may need to prepare for the class just as a student would.

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Working With Deaf Students

Most deaf students will need both interpreters and note-takers to receive maximum benefit from their classes. ACC Interpreter Services will provide the interpreters. Please assist students in securing volunteer note-takers on the first day of class. Deaf students are responsible for bringing carbon paper from the Office of Students with Disabilities and providing it to their note-taker for daily use. A stipend may be available to students who commit to taking notes throughout the semester.

>American Sign Language (ASL) is the first language for many deaf students. Due to significant differences between the grammar of English and ASL, deaf students often exhibit second language usage problems with English. This may also impact their literacy skills.

Tips: Students may need help with reading assign-ments, extra tutoring, or to have instructions and tests interpreted into ASL.

>Because of the nature of ASL, deaf students may be unfamiliar with specific English vocabulary for a general concept. They may also not understand “Hearing Culture” references to music, films, literature, etc.

Tips: Give concrete examples to clarify broader concepts, such as “Civil Rights”. Try to think of examples that do not rely on hearing to understand. Check for comprehension with open-ended questions.

>Deaf students cannot simultaneously read or write and watch the interpreter. Additionally, sign users process visually rather than aurally.

Tips: Be visual. Use the chalkboard, handouts, graphics, overheads, and closed caption videotapes whenever possible. Consider giving deaf students a copy of your lecture notes. Allow students time to complete reading and writing assignments before resuming discussions. When reading aloud, copy passage onto transparency so the student can see the interpreter and text .

Students who are deaf or hard of hearing are expected to follow the same policies as their hearing peers. For example, deaf students signing to each other should be handled in the same manner as hearing students who are talking during class.

Interpreter services may be discontinued if a deaf student is absent from class three times without informing the Interpreter Services Office in advance (Students are advised of this policy at the beginning of each semester).

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Working With Interpreters

Interpreter's Responsibilities are to:

• interpret concepts and ideas, which usually means not interpreting verbatim due to the syntactical and grammatical differences between ASL and English.  The intent of the message is conveyed.
• ask the instructor for clarification when the intent is not understood.
• serve as the link between languages and cultures.
• adhere to the Registry of Interpreters Code of Ethics, i.e. Do not advise or counsel students.
• work with instructors and students as a team to solve problems, i.e. positioning of the interpreter in the classroom.
• serve as a resource to students and instructors, i.e. who to contact for note taking services.
• prepare for class.  This may involve reading textbooks used in class, viewing video tapes before class or meeting with the instructor prior to class.

Teaching Tips:

• Speak directly to  and look at the students, no the interpreter, when giving instructions or asking questions.
• Allow the interpreter to stand or sit near you so the students can easily see you and the interpreter.
• Allow for the interpreter to be a few words behind the speaker.  Pausing after major concepts will help with this.
• Speak at your normal rate; however if reading out loud, deliberately slow down.
• During discussions, allow only one person to speak at a time.
• Provide copies of items to be discussed or read, i.e. a poem, to the interpreters and students.
• Lend the interpreters a textbook so they can prepare.
• Keep a clear line of sight between the students and interpreter, and provide enough light.

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ACC Services

For out of class activities such as meetings with students, tutoring, group assignments, field trips, etc., access the on-line request form via our website or call Interpreting Services: 223-6151.

If you have any questions or concerns about your interpreters or need additional information regarding deaf students in general, please contact:

• John Aintablian, Interpreter Services Supervisor
• RVS 9153 223-6151
• interp@austincc..edu

If you have difficulty locating captioned videos or programming the classroom television to decode closed-caption films, contact the Media Center on your campus.

Contact OSD staff with questions about note-taking, special testing arrangements, classroom accommodations, student performance issues and any other disability related services. Click here to link to the Contact List on their website.

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The Right Source for the Right Information

Our Website: www.austincc.edu/interp/ (You are currently here.)

• Provides in depth information regarding ACC’s Interpreter Services as well as links to other resources.

PEPNet (Postsecondary Education Programs Network): www.pepnet.org/

• Assists postsecondary institutions across the nation to attract and effectively serve individuals who are Deaf or Hard of Hearing.

Project 3R (Roles, Rights and Responsibilities for Deaf and Hard of Hearing Postsecondary Students) National Center on Deafness at California State University, Northridge: 3r.csun.edu/

• Trains postsecondary faculty and administrators to enhance services for deaf and hard of hearing students in postsecondary institutions.

ASL Browser: commtechlab.msu.edu/sites/aslweb/browser.htm

• Presents definitions in animated American Sign Language. Uses keyword searches or an alphabetized list.

Relay Texas (to contact a deaf person via the telephone):1-800-735-2988.

• It serves as the middle person between you and the deaf person.  Give the operator the deaf person's phone number, and the operator will explain how to proceed.

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