Preparing Deaf/Hard of Hearing Students to Use Interpreters

Darrell Doudt Olivia KriseDr. Pamela LuftKent State UniversityKent, Ohio

ACE-DHH 2008 Conference

Preparing DHH Students

Who teaches the students? Interpreters are not teachers General education teachers are not

knowledgeable DHH students may have limited time in

deaf education classrooms Knowledge is critical for self-

determination and self-advocacy

Data Collection Survey of local interpreters in schools

Spring 2007 Two large local K-12 programs

Feedback from Deaf adults Questions examined:

Whose responsibility is it to provide information?

How important is this information? What type of information is needed?

Preparation of DHH High School Students to Use

Interpreters

Whose responsiblity is it to educate DHH students on use of interpreters?

0%

10%

20%

30%

40%

50%

60%

70%

1

Deaf Ed. Teachers

Parents

Intepreter

All (incl. Student)

DHH High School Students’ knowledge to Use Interpreters

012

3456

789

10

Very Somewhat Not Very Not

ParentsTeachersInterpreters

Depends on Age

Preparation of DHH High School Students to Use

Interpreters

DHH Students need more information

36%

55%

9%

Role of Interpreter &Code of Ethics

Rights to Interpreters& Requests

Others

Survey Results:

Top Issues:Lack of knowledge in working with interpreters

and about the interpreter’s role

Lack of training and opportunities to educate students about working with an interpreter

Minimal or low language skills of DHH students *Linguistic skills are necessary to access academic information and to benefit from interpreted communication*Knowing sign language does not mean having proficiency in language

Survey ResultsTop Issues:DHH students may be placed in inclusion

classrooms before they are academically ready:

-The fast pace of instructional content in the general education classroom-Little or no opportunity to expose students to new signs, equivalent vocabulary, and other material prior to classroom teaching -Students are acquiring language simultaneously with learning curriculum content

-DHH students with different language needs as well as different proficiency levels are placed together with one interpreter

Teachers lack of information about the rights or

the needs of DHH students

Survey ResultsTop Issues:IEP Team members, administrators, and

teachers lack training and/or knowledge about the interpreter’s professional roles

Many assume that interpreters function as tutors or teacher aides

Many overlook the Interpreter as a professional contributor and member of the IEP Team

The Interpreter’s role is to facilitate and mediate communication

Survey ResultsTop Issues:Interpreter Advocacy

-Misunderstandings about “leveling the playing field” -Communicating about problematic areas of instruction.

Fast-paced games and keeping pace with hearing peers

“Around the World,” or Trivia games-Allow teachers to provide equal opportunity for involvement in the classroom.

Interpreter Preparation and TrainingLack of knowledge of new technical signs in specialized areas: Chemistry, Calculus, Physics and other areas

Survey Results

* Top Issues:

Student’s lack of maturity and ability to attend the extended periods of time, especially young

students

Student’s lack of knowledge in utilizing the interpreter, and importance of paying attention to an interpreter

Content of classroom environment with little or no opportunity to expose students to new signs: new vocabulary, materials prior the teaching

Preparation for DHH Students

The content about student roles and responsibilities for using interpreters is organized according to participation in:

Classrooms Presentations or lectures Small group discussions Meetings

Student Roles and Responsibilities:General Preparation

• Awareness about the role of interpreters• Prepare and express oneself clearly: use

sign language to express oneself appropriately

• Notify others about any problems with adapting to the pace of the communication

• Notify others about needs and any other accommodations (notetakers, etc.)

Student Roles and Responsibilities:General Preparation

Inform interpreter of your preference for using ASL, SEE or other communication mode

Use proper conversational etiquette with interpreter and others

Use of interpreters: develop skills in— 1. Asking for repetition and clarification from others 2. Requesting help from administrators, teachers, or others through an interpreter 3. Using your own voice, if desired, or supporting the interpreter to voice interpret for you

4. Developing personal relationships with others- How to do this independently of the interpreter- How to be assertive and resolve issues using interpreter

Student Roles and Responsibilities:General Preparation

Working With Interpreters Clear use of signs Be articulate in specific word choices to reduce

misunderstandings Slower pace to allow a new interpreter to adjust

to sign style when meeting for the first time Show respect and patience towards interpreter

if she/he requires repetition or clarifications Do not assume interpreters will assist you with

other things: their job is to focus on interpreting and translating

Student Roles and Responsibilities:Classrooms

• Notify the instructor about any problems with adapting to the pace of the classroom

• Request help from the teacher through the interpreter• Don’t expect the interpreter to help with or

explain class work• Direct questions toward the teacher, rather than

interpreter• Avoid having conversations with the interpreter

during classroom instruction and testing• Help peers in the classroom understand the role

of the interpreter

Student Roles and Responsibilities:Classrooms & Teacher Awareness

Inform instructor about the importance of finding a good notetaker- Notify the instructor about unsatisfactory notes

Explain the difficulties in using multi-selective attention- Watching a video and the interpreter- Taking notes and watching the interpreter- Paying attention to teacher’s lecture and peer’s comments and the interpreter

Remind the teacher to request interpreters in advance for any special activities or field trips- Remind teacher to request 2 interpreters for events that are 2 hours or longer

Student Roles and Responsibilities:Presentations or Lectures

• Prepare your presentation and express oneself clearly.

• Use formal register of sign language to express oneself appropriately

• Notify others about the role of the interpreter during the presentation• Voicing for the presentation• Signing questions and facilitating

communication

Student Roles and Responsibilities:Small Group Discussions

• Explain to others about the role of interpreter• Voicing for your comments and questions• Signing for the group’s comments and questions• Facilitating communication

• Notify the group about problems with the pace of the group’s discussion• Do group problem-solving• Teach patience and respect for slower pace

• Notify group members (and teacher) about needs and accommodations for notetakers and other things

• Adapt to different types of group work: discussions, lab work, group projects, and other situations

Student Roles and Responsibilities:Meetings

• Prepare to participate in meetings with interpreter• IEP meetings• Vocational Rehabilitation meetings• Meetings with administrators or others

• Inform others about the role of interpreter• Voicing for your communication• Signing for others’ communication• Facilitating communication between everyone

• Notify others about any problems with the pace of the discussion

• Notify others about needs and accommodations: notetakers, etc.

Classroom Activities:Student’s Role Play

Meeting an interpreter the first time: What should you do? How should you communicate your rights and preferences for

choice of sign language or mode? Meeting teachers with and interpreter the first time:

What should you do? How should you communicate your rights? How to you provide awareness of rights and responsibilities in a

user-friendly way? Meeting with a Principal or Administrator:

How do you ask for for accommodations? Practice requesting an interpreter for extra-curricular

activities. How do you ask for an interpreter if none has been provided?

Classroom Activities:Student’s Role Play and Practice

Locate the appropriate place to sit Find a seat with a clear view between the instructor and

the interpreter Practice using appropriate communication strategies

Adjusting to lag time in raising your hand for a question Asking for clarification or assistance

Introduce yourself and your interpreter to each teacher prior to the start of class

Explain about your needs and reasonable accommodations for various situations to the students and teacher: Lab work, group discussions, Q & A sessions

Classroom Activities:Student’s Role Play and Practice

How do you explain your accommodation needs to others and your peers?

How should you request that the interpreter translate everything including classmates’ chats or discussions? What do you say to the interpreter? How do you inform the teacher?

Explain to the teacher the benefit of complete communication access: Communication exchanges other than lectures such as:

Conversation between teacher and students relating to assignments or projects

Side comments and other incidental communication that add depth to core subjects, arts, working in the lab, etc.

Conversations between teachers about school events or activities

Presentation Activities:Student’s Role Play

Make a PowerPoint presentation about using interpreters• Explain the “lag time” for interpreters to complete

their translating between two languages• Explain the translation process of moving between

a spoken language and a visual language• Explain that students should make eye contact

with the student, and ask questions to the student, not the interpreter

• Expose to and provide awareness about DHH individual’s needs and differences

• Discuss needs in different situations: lecture, small group discussions, lab work, group projects, etc.

Presentation Activities:Student’s Role Play

Give copies of lecture or speech notes to all- the teacher, interpreter, and students

Provide notes that are neat, concise- give these in advance to the interpreter

Practice and preparation ensures a successful and smooth presentation through an interpreter- practice your presentation alone and with the interpreter

Sign and fingerspell clearly to the interpreter

Small Group DiscussionsStudent’s Role Play

Explain the presence of the interpreter - describe his/her role as a “translator” of all communication, not an aide for the student

Explain to the group about speaking in turns- avoid overlapping and simultaneous communication during discussions- avoid side conversations- describe “lag time” and slower pacing

Meetings: Student’s Role Play• Practice using the proper register of

communication• Know your rights about making requests for

reasonable accommodations: what are your rights to:• Have an interpreter for extra-curricular events?• Have an interpreter for field trips or assemblies?• Have an interpreter use your preferred sign language

or communication mode?• Attend an IEP, VR, or other service meeting?

• Provide awareness to others when working with interpreters: to other school staff or to parents

Advocacy: Addressing Critical Situations

Key IssuesWhen there is no interpreter:When the interpreter is unqualified:

- Approach the teacher to request a meeting with the Principal or Assistant Principal- Notify parents immediately about the situation

Middle School And High School Instructional Units

Career Development Units

Standards-Based Transition Teaching Activities

To access the unit and other units please visit:http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

For more information: