Tips For Working with Deaf Students and Interpreters
If you have never interacted with a deaf person, you may be unsure how to best communicate or what to expect. Deaf students at UCSC come from a variety of backgrounds. Some voice for themselves, others speak through an interpreter or captioner. Some use sign language, while others rely on lip-reading and written communication.
American Sign Language (ASL) is not "pictures in the air" or gestures matched to English words; linguistically, it is a separate language from English-- with its own syntax and grammar. It takes the same amount of study to become fluent in ASL as a spoken language. Sign Language Interpreters are highly skilled professionals who abide by a code of ethics dictated by the Registry of Interpreters for the Deaf (RID). Here are a few tips for working with a deaf student and an interpreter. Please review these with TA's and discussion leaders:
- Speak directly to the deaf person, not to the interpreter. A common mistake is to say, "Tell her . . ." or "Ask him . . . ." Be aware that the interpreter will translate verbatim what you say. Instead, speak to the deaf person as though the interpreter is not present. Expect lag time.
- Interpreters have an ethical responsibility to remain neutral. They cannot answer personal questions about the student, interject personal opinions or assist a student with schoolwork. They are there to strictly translate what is being said. Address questions or comments regarding the deaf student, directly to the student.
- The speaker and interpreter should be in the same line of vision for the student. Interpreters may ask you where you are sitting or standing in order to be seated near you. Make sure there isn’t a window (glare) behind either you or the interpreter.
- Check lighting. If you are darkening a room for a program (e.g. a slide presentation), make sure you have a light for the interpreter.
- Give materials to students and interpreters in advance whenever possible. Advanced copies of lecture notes, hand-outs, song lyrics, et cetera will help orient the deaf student and allow the interpreter to better prepare to translate the class content.
- Optimum use of visual cues, such as lipreading and viewing the interpreter, will usually require seating at the front of the classroom. Remember gum chewing, hand placement, and a turned back can all interfere with the student's ability to read your lips/facial expressions.
- If there is a group discussion consider the best way for the deaf participant to know who is talking when. Also, consider how the discussion facilitates inclusion. Remember there is a lag time when using an interpreter; allow time for the student to have a chance to respond.
- To get a deaf person's attention, use a hand motion or wave in their field of peripheral vision. Don't touch them physically unless you know this is acceptable (you have established a relationship). Sometimes a stomp on the floor or a light pounding on a shared table might be the best way to get their attention.
- Emphasize important information such as assignment or schedule changes by writing details on a chalkboard and/or providing written handouts.
QUESTIONS? If appropriate, clarify disability-related needs with the student or contact DRC at 459-2089
