The following questions and answers should provide you with some of the information
you'll need in order to work more productively with interpreters/captioners and deaf students.

Q: When will I know that an interpreter/captioner has been assigned to my class?

A: The Interpreter/Coordinator of Deaf Services will send out a letter to faculty before school starts informing them that they will have a deaf/hardof-hearing student in their class.

On the first day of class the interpreter/captioner will introduce themselves to the instructor. The interpreter/captioner should discuss with the instructor and get a feel for his/her sense of space and comfort, so as not to interfere with the classroom setting.

Q: Where will the interpreter/captioner stand or sit?

A: The interpreter should be situated close enough to the lecturer so that the deaf student can see both at the same time. The student's needs vary, but usually the interpreter will be in the front of the room facing the class. This may be distracting at first, buts the novelty of the interpreter's presence should wear off rather quickly. If the student is not in class when it begins the interpreter/captioner will wait 15 minutes for the student to show. Captioners need to be seated near an electrical outlet for their equipment.

Q: What are the interpreter's / captioner's responsibilities in the classroom?

A: The interpreter/captioner will interpret/caption lectures and class discussions. Communication with the deaf student by the instructor or other students will also be facilitated. Incidentally, it's the interpreter's/captioner's duty to interpret everything said to or about the student. Please don't expect the interpreter to edit any remarks made about the student in his or her presence. This is contrary to the interpreter's code of ethics.

Q: Can the interpreter/captioner "help out" in the classroom?

A: Interpreters/captioners should not be thought of as an extra pair of hands to help pass out papers or move furniture. Their duty is to facilitate communications, and it is vital to the student that they be prepared to do this at all times. In addition, the interpreter should not be regarded as the student's companion, tutor or keeper. While it is true that the deaf student usually must depend upon an interpreter for communication with hearing people, they are otherwise independent and whole human beings.

Q: I'd like to find out how a deaf student is doing in his other classes. I don't sign, so should I ask his/her interpreter/captioner?

A: The interpreter/captioner is bound by a code of ethics not to reveal personal
information about a client. We suggest that you ask the student directly.

Q: OK, but how do I talk to a deaf person?

A: When using an interpreter or captioner, talk directly to the student, not the interpreter or captioner. As the interpreter or captioner voices the student's reply, keep your eye contact with the student to preserve the person to person relationship. Speak at a normal rate.

Q: Don't interpreters and captioners get tired?

A: Yes, and there is an alarming number of educational interpreters suffering from "overuse" injuries such as tendonitis and carpal tunnel syndrome. Rapid interpreting over long periods of time without rest may lead to these problems. An interpreter should rest for approximately five minutes out of every thirty spent interpreting. You may find you have two interpreters in your class(this is called team interpreting) and they will interpret in "shifts" to prevent injury.

Q: How can I help the student and the interpreter to get the most benefit form my lectures?

A: We don't suggest that you change your style of instruction, but please be aware that a very fast paced lecture will be difficult to follow. Sharing handouts and/or overheads with the interpreter/captioner will provide a good
preview of the lecture. Should it be necessary for you to read aloud, please make a special effort to maintain a normal flow, as often times individuals tend to speak faster than normal when reading.

Q: What if I want to show a video-tape or film?

A: If you plan to show a video-tape, when you drop it off at the audio-visual desk request that they use the closed caption machine. If you are in one of the new multi-media rooms you will also have to use the distribution system. However, if you are in a multimedia classroom and consistently show videos you may request that they put a closed caption decoder box in your classroom so you can start/stop your videos yourself and still have the benefit of the captions for the deaf student. Almost all videos that are taped off television are captioned.

We hope that the preceding information has been helpful. If you have any questions or concerns regarding deaf students, captioners, interpreters, or related topics, please contact Gwendolyn Camper, the Interpreter/Coordinator in Disabled Student Services. Thank you.