Communicate lesson objectives beforehand. Provide copies of class syllabi, handouts, and other materials. Interpreter Services can provide textbooks to interpreters, but ordering may take several weeks.
Do not ask interpreters to do tasks beyond interpreting, such as participating in class activities, serving as aides, or proctoring tests.
Work collaboratively with the interpreter and the student. Discuss strategies for making information accessible or other issues that arise.
Deaf and hard of hearing students should adhere to the same classroom policies regarding tardies, absences, participation in class and general expectations. A deaf student signing in class out of turn should be dealt with in the same manner a non-deaf student talking.
Call on deaf students to answer questions and participate in class.
Become familiar with note-taking procedures, key differences between English and American Sign Language, captioned videos, and other available resources.
ACC works to ensure that deaf and hard of hearing students have equal and equitable access to all college programs and activities. Refer to these guidelines and resources to help these students succeed.
Faculty should not refuse to provide required accommodations, ask the student to disclose his or her disability, discuss in front of the class that the student is registered with SAS, or request to examine the student's documentation.
Student Accessibility Services (SAS) helps faculty provide students with appropriate accommodations in a fair and timely manner. For questions about the appropriateness of a required accommodation, consult the SAS Coordinator at the campus where the student is taking classes.