Deaf Services works closely with instructors to support and guide them in implementing accommodations for D/deaf or hard of hearing students in their classes. In depth information can be found below.
Working with Deaf and hard of hearing students
Working with students who use Assistive Listening Devices
Working with Professional Captioners
Questions? If appropriate, clarify disability-related needs with the student directly. Otherwise, contact the Deaf Services Coordinator at drc_deaf@ucsc.edu.
Working with Deaf and Hard-of-Hearing Students
If instructors have never interacted with a D/deaf or hard-of-hearing student, they may be unsure how to best communicate or what to expect. Here is some information that may be helpful.
Expectations
- All D/deaf or hard-of-hearing students are unique and may require different accommodations. They may or may not:
- Communicate through a sign language interpreter.
- Communicate through a captioner.
- Use neither interpreter nor captioner.
- Speak for themselves.
- Be skilled lipreaders.
- Please remember: Each D/deaf or hard-of-hearing student is an individual. Their accommodation needs may differ. Usually, the most effective approach to working with a D/deaf or hard-of-hearing student is to check in with them privately at the beginning of the term to find out what their needs are and how to best ensure their access. We also encourage students to meet with instructors early in the quarter to discuss accommodations.
- Expect the same from Ddeaf or hard-of-hearing students as you do other students.
Some Useful Facts
- Lipreading: Despite what has seen in the movies, many D/deaf and hard-of-hearing people do not lipread at all, as only about 35% of what is spoken is visible on the lips. However, many D/deaf and hard-of-hearing individuals benefit from seeing lip movements and facial expressions when people speak. These provide clues that aid communication. Using visual clues such as mouth movements, facial expressions, and body language to enhance communication is called “speechreading.”
- American Sign Language (ASL): Linguistically, ASL 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 it does to master a spoken language. However, not all D/deaf or hard of hearing students use sign language. They may rely on their residual hearing, hearing aids, cochlear implants, and speechreading. They may miss information that is conveyed in the classroom. Consequently, they need specific accommodations, such as professional captioners, captioned media, and notetakers.
General Tips for Teaching Deaf and Hard-of-Hearing Students
Here are some tips that apply to most D/deaf or hard-of-hearing students, no matter what accommodations they use in the classroom.
- Face the student when speaking to them. Be aware that, in general, speaking very loudly or over-enunciating is not helpful. Instead, speak at a normal rate and enunciate clearly, without exaggerating mouth movements. Remember gum chewing, hand placement, and a turned back can all interfere with the student’s ability to understand instructors when they speak.
- Please remember to repeat questions and comments from the class before answering. Students and their interpreters or captioners may not be able to hear these, especially in large lecture halls or noisy environments.
- Remember that there is lag time for students using interpreters or captioners; allow time for the student to respond to questions.
- If there is a group discussion, consider the best way for the D/deaf or hard-of-hearing student to know who is talking (e.g., require raised hands, standing up, tossing a kooshball, etc).
- Try to limit the class discussion to one person speaking at a time so that there are no overlapping comments and side conversations. Otherwise it is more difficult for the student, interpreter, or captioner to hear the discussion.
- Consider how discussion facilitates inclusion and/or makes it difficult for the student to participate and fully benefit. The student may exhibit less group participation if they are having difficulty following what is being said.
- When writing on the board, instructors should avoid talking with back toward the students.
- If communication breaks down, try to re-phrase instead of repeat. Consider using basic hand cues to assist with comprehension. Write notes back and forth if necessary.
- Reduce or eliminate as much background noise as possible. Discourage side conversations or other distractions that may make it difficult to hear.
- Be aware of lighting. Avoid standing in front of windows as the glare interferes with sight. If instructors are darkening a room for a program, make sure there is sufficient lighting on the speaker (and/or interpreter).
- Emphasize important information such as assignments, schedule changes, and due dates by writing details on a chalkboard, providing handouts, or using the class website to post critical announcements and information.
- Give materials to the student in advance whenever possible. Advanced copies of lecture notes, handouts, song lyrics, poems, etc. will help orient the student and allow them to track the class discussion.
- Provide students feedback on their performance so additional help can be arranged early, if necessary.
- Many D/deaf or hard-of-hearing students benefit from watching recordings of lectures in a quiet place outside of class to ensure they didn’t miss any key information. For these students, the DRC asks instructors to schedule Lecture Capture for in person classes in rooms equipped with the service. For remote classes, the instructor will be asked to record their Zoom class sessions. For most D/deaf or hard-of-hearing students, these recordings will be captioned by the DRC.
- Provide transcriptions of any audio programs or podcasts that will be used in class or assign for homework. The DRC can assist instructors with getting programs transcribed if needed.
- If instructors intend to show films, videos, YouTube clips or other media, be aware that, in accordance with Federal Law, these materials must be captioned or subtitled. (For more information on transcribed and captioned materials, see information about transcribed and captioned materials.)
Working With Students Who Use Assistive Listening Devices
Some students use an assistive listening device (ALD) in order to hear better in class. They may use this along with a Professional Live Captioner, or their hearing level may be such that they do not need live captioning, but the additional support of the ALD is useful.
- An ALD improves ability to hear in situations such as rooms that are large, crowded, or noisy. It amplifies one voice, in this case the instructor’s, rather than amplifying all sound in the room.
- In order for the ALD to work for the student, the speaker must be wearing an appropriate microphone.
- In our large lecture halls, the wireless lapel microphone stored at the podium or media cabinet will work for this purpose.
- In smaller rooms, the student may provide the instructor with a small microphone and transmitter to use. This will transmit the instructor’s voice to the student’s receiver using an FM signal.
- Use of microphones:
- In lecture halls, when not in use, microphones are stored in either a top right drawer at the podium or, in rooms with media cabinets, in the accessory drawer, along with various remote control units, test media, and a battery charger.
- At the end of class, please take the batteries out of the microphone transmitter and put them back in the charger, put the transmitter and mic in the drawer and close it, then shut down the media system at the touch panel, which then automatically locks the drawer for security purposes.
- ITS microphone information can also be found here
- The ALD typically focuses on amplifying one person’s voice. If the class is discussion- oriented, it may be necessary for the student to use a special ALD-compatible mic that can pick up and transmit multiple voices to the student’s ALD. ITS and the DRC can assist with this as needed.
- Some students may use the ALD in conjunction with their cochlear implant and/or hearing aids; other students may need to use headphones or earbuds.
Working With ASL Interpreters
The following tips should provide instructors with key information about sign language interpreters and how to work with them effectively in the classroom and in lab settings.
- Interpreter Roles and Responsibilities
- Working with Interpreters in the Classroom
- Working with Interpreters in Lab Settings
Interpreter Roles and Responsibilities
- Sign language interpreters help bridge the communication gap by listening in class and translating lectures and discussions into sign language. They may also translate the student’s signed communication into spoken English when the student is called upon, has a comment or question, or makes a presentation.
- Interpreters are there to provide communication access for the student, the instructor, and the class.
- Sign language interpreters are highly skilled professionals who have studied American Sign Language and interpretation for many years. They have gone through rigorous testing to become certified and are required to obtain CEUs each year in order to continue their development and maintain certification.
- At UCSC we typically use interpreters who are nationally certified by the Registry of Interpreters for the Deaf (RID) to ensure the highest level of expertise and professionalism.
- Interpreters pledge to abide by the RID Code of Professional Conduct dictated by the RID that requires adherence to strict standards of confidentiality, neutrality, professionalism, and respect for consumers (including students, professors, TAs, staff, and other interpreters).
- Interpreters have an ethical responsibility to remain neutral. They cannot answer personal questions about the student, interject personal opinions, or assist a student with class work. They are there strictly to translate what is being said.
- Always address questions or comments regarding the D/deaf student directly to the student.
- Interpreters should not be expected to hand out papers, take notes, participate in discussions, or attend class when the student is absent.
- Interpreters often work in teams. If classes are more than an hour in length or content is complex, there will be two interpreters in the class. One will be up front near the instructor interpreting, while the other is watching visuals and listening in order to assist the primary interpreter with cues as needed. They will switch every 15-20 minutes.
- Situations may occur when it may be necessary for interpreters to share classroom information with other members of the DRC. However, any notes and transcripts are held to the same confidentiality policy as other disability-related accommodations.
Working with Interpreters in the Classroom
- Speak directly to the D/deaf student, not to the interpreter. A common mistake is to say, “Tell them…” or “Ask them…” Instead, make eye contact with and speak directly to the D/deaf student as though the interpreter is not present. This shows the student respect and helps develop the student/instructor relationship.
- Expect lag time: Wait for interpretation and response before continuing to speak.
- D/deaf or hard-of-hearing students may or may not speak for themselves. Even if sign language interpreters are present, the student may choose to speak when commenting or responding to questions in class.
- During class, the speaker and interpreter should both be in the student’s line of sight. Interpreters may ask the speaker where they are sitting or standing in order to be positioned near them. Make sure the speaker does not stand between the interpreter and the D/deaf student.
- Keep in mind that the student must try and watch the speaker as well as watch the interpreter. Often, they are also trying to watch projected slides. This is not always an easy task. Lecturing from the front of the room rather than walking around the room can help, as can ensuring that the speaker faces the class as much as possible and speak at a moderate pace.
- Provide any class materials and handouts to interpreters, and do this in advance whenever possible.
- Advanced copies of lecture notes, technical terms, hand-outs, speeches, audio recordings, song lyrics, websites, PowerPoint slides, and other materials will help orient the deaf student and allow the interpreter to better prepare to translate the class content.
- The DRC attempts to assign interpreters with university degrees and knowledge of the course content in addition to their sign language skills. However, for complex material, interpreters often have to prepare outside of class just as students do. Consequently, the DRC will ask the instructor to share materials and provide the interpreters access to Canvas or any other website the instructor is using.
- If the speaker plans to read something aloud in class, provide the student and the interpreter with a copy before they begin (preferably in advance of class).
- When reading aloud, people often tend to speak faster than normal. This may affect the interpreter’s translation of the material. If possible, try to slow down when reading.
- Instructors should also be aware that translation into ASL without seeing the written copy may affect the student in terms of the expectation for any exercise associated with the reading.
- To get a D/deaf person’s attention when an interpreter is not available, use a hand motion or slight wave in their field of peripheral vision.
Working with Interpreters in Lab Settings
Often professors in the sciences have safety concerns about having D/deaf students and interpreters in lab settings. In fact, D/deaf and hard-of-hearing individuals are no more or no less susceptible to safety issues in the lab than other students. Here are a few things to consider in order to ensure an effective and safe learning environment for all. Please review these with TAs as well.
- Most D/deaf students have had some prior science background, so they are familiar with the setting. The student is a great resource in determining what will work best in the lab setting.
- The D/deaf student should have a lab station that provides an unobstructed view of the instructor. The student must be able to see any instruction and demonstration that occurs. The interpreter must be able to hear and see all instruction as well.
- For this type of course, the DRC attempts to assign interpreters with science and lab background. Occasionally, interpreters may ask for clarification so that they can interpret concepts, tasks, and procedures more clearly. However, the interpreters are not instructors, and should not be relied on to explain concepts or show the student how to do procedures in the lab.
- It is helpful if the professor or TA can meet with the student and interpreters before the first lab in order to discuss logistics. This meeting should take place in the actual lab so that everyone can agree on best physical placement of student and interpreters, as well as any other concerns.
- Interpreters prepare ahead of time so that they fully understand what will happen in the lab on a particular day. Please make sure that interpreters have any relevant handouts, lab assignments, and lab workbooks, as well as access to any websites that will be used.
- If students are required to wear special safety gear, such as lab coat, goggles, gloves, etc., such gear should be provided to the interpreters as well. Interpreters will not work in the lab without appropriate protective gear.
- Interpreters usually work in teams of two for classes of more than one hour. In some labs, one interpreter may be sufficient. If that is the case, the interpreters will communicate that to the DRC.
- When there is an interpreter team, only one interpreter will be working in the vicinity of the D/deaf student at any given time. The second interpreter will wait off to the side until it is their turn to interpret. Interpreters will be cognizant of what’s happening in the lab so that when they alternate it will not be disruptive or hazardous to others in the lab.
- Sometimes D/deaf students may be comfortable communicating one-on-one or individually with the professor or the other students. In this case, the interpreter will remain within sight line to be called when needed, but out of the way until called.
- Interpreters will work dynamically with student, professor, and TA to modify communication and logistics as needed during lab times. Ongoing communication is critical to ensure safety for all. If any questions or concerns arise that cannot be resolved through communication with the student and interpreters, please contact the Deaf Services Coordinator.
Working with Professional Captioners
The following tips should provide instructors with key information about Professional Captioners and how to work with them in the Classroom.
Captioner Roles and Responsibilities
- Professional live captioners facilitate communication in class. This type of captioning is often referred to as real-time captioning, because a highly trained professional captioner (similar to a court reporter) transcribes the spoken word as it is happening. This transcription is transmitted in real time to the student’s device screen. The captioner provides this service from a remote location. These captioning services are also sometimes referred to as CART (Communication Access Real-Time Transcription).
- Captioners are also expected to follow the Code of Professional Conduct described by the Registry of Interpreters for the Deaf (RID). This Code requires adherence to strict standards of confidentiality, neutrality, professionalism, and respect for consumers (including students, professors, TAs, staff, and other captioners or interpreters).
- Professional captioners also follow the National Court Reporter Code of Professional Ethics.
- At UCSC, we typically use remote captioners who are able to listen in to most classes via a special link to the class audio system. In smaller classrooms that don’t have this system, the student may provide the instructor with a wireless microphone that will transmit to the student’s device. The captioner will connect through the student’s device to hear.
- If the class is remote on Zoom, the instructor will be asked to add the captioner to Zoom in the captioner role. The DRC will ensure that the instructor has specific directions for how to do this.
- Because captioners are remote, instructors rarely have any interaction with them. There may be more interaction in Zoom meetings than in in-person classes.
- In certain situations, on-site captioners may be used. In this case, the captioner will be in the room, seated near the student and with sufficient space to set up their steno equipment. Please remember the following when a captioner is in class:
- Captioners 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 strictly to transcribe what is being said. Address questions or comments regarding the D/deaf or hard of hearing student directly to the student.
- Captioners should not be expected to hand out papers, take notes, participate in discussions, or attend class when the student is absent.
- Situations may occur when it may be necessary for real-time captioners to share classroom information with other members of the DRC. However, any notes and transcripts are held to the same confidentiality policy as other disability-related accommodations.
Working with Captioners in the Classroom
- In order for captioning to work, instructors will need to wear a microphone in the classroom.
- Large lecture halls at UCSC have a “caption computer” installed in the classroom that allows the captioner to call in via Zoom and listen to the class. In these classrooms, instructors just need to wear the wireless lapel microphone available in the classroom.
- In lecture halls, when not in use, microphones are stored in either the top right drawer at the podium or, in rooms with media cabinets, in the accessory drawer, along with various remote control units, test media, and a battery charger.
- At the end of class, please take the batteries out of the microphone transmitter and put them back in the charger, put the transmitter and mic in the drawer and close it, then shut down the media system at the touch panel, which then automatically locks the drawer for security purposes.
- In smaller classrooms, the student may ask the instructor to wear a small lapel mic that transmits their voice to a USB receiver connected to the student’s laptop. This mic will not amplify the instructor’s voice, but it does allow the captioner to hear them.
- If the class is discussion-oriented, the student may want to place a special mic in the center of class to better pick up the discussion. ITS and the DRC can assist with this if needed.
- If possible, do not start the lecture until the student is clearly connected to their computer and has access. Sometimes this may not be possible if the student is late or for other reasons, but awareness of this need is good practice.
- Keep in mind that the student must try and watch the instructor and any slides they’re showing as well as look down at the captions. This is not always an easy task. Lecturing from the front of the room rather than walking around the room can help, as can ensuring that the instructor faces the class as much as possible and speak at a moderate pace.
- There is a slight lag time between the spoken word and the captions appearing on the screen. Consequently, the instructor may need to allow the student time to respond to questions during group discussions or when called upon.
- If field trips are planned, let the DRC know ahead of time. It may be necessary for the student to bring a digital recorder along and have the recording transcribed later.