ASL Interpreter

ASL Interpreters are for students who are deaf.

The following list contains some helpful suggestions on how to make this accommodation for the student and other students in the class more meaningful:

▪        When communicating with a Deaf or Hard of Hearing individual, one should address the individual directly. Maintain eye contact. This is a very important piece of etiquette - it takes some getting used to, but keep your eye gaze on the Deaf or Hard of Hearing individual, NOT on the interpreter. If other people interrupt your conversation, signal that you'll be with them in just a moment, and then finish your conversation.

▪        Avoid asking the ASL interpreter's opinion of the conversation's content. Interpreters follow a code of ethics that requires confidentiality and impartiality. If you want to know how things are going, speak to the Deaf or Hard of Hearing individual and the interpreter will interpret your inquiry.

▪        ASL interpreters require prep materials and/or subject-specific information to provide an accurate interpretation. So please make an extra copy of any handouts you will be distributing in class.

▪        Speak naturally. Occasionally an ASL interpreter may need to interrupt for clarification during a meeting or lecture.

▪        Room set-up, including sufficient lighting and seating arrangements, is necessary to provide the Deaf or Hard of Hearing individual with visual access to the instructor/speaker, interpreter and any additional visual information (i.e. PowerPoint). The interpreter will place themselves within the sight line of the Deaf or Hard of Hearing individual(s). This means they will sit or stand as close to the hearing speaker as possible so the Deaf/Hard of Hearing person can pick up on facial expressions and body language from their hearing counterpart. Exactly where the interpreter stands or sits depends on the situation and interpreters will help facilitate this process.

▪        If your class is longer than an hour, you may want to provide a short break every hour, especially if the interpreter is working without an interpreter team. A short break will provide a physical and mental recess, ensuring the most accurate and successful interpretation possible.

▪        One person should speak at a time in the classroom. It's very common among hearing people to speak over each other, hold side conversations, or allow no time between comments. An interpretation's success depends on the ability of the interpreter to hear each comment individually. Please encourage group/class discussions to follow this tip.

▪        With all that said, it may be a good idea to meet briefly with the interpreter before some classes to clarify any special vocabulary or jargon; to make best seating and lighting arrangements; and provide the interpreter with any necessary written information.

 

EXTRA reminders:

▪        ASL interpreters are part of an instructor’s educational team to facilitate communication in the classroom.

▪        ASL interpreters are NOT in place to tutor or take over the instructor’s role.

▪        It is inappropriate for ASL interpreters to participate in the class or discuss the student’s progress.