Preparing Deaf/Hard of Hearing Students to Use Interpreters Darrell Doudt Olivia Krise Dr. Pamela Luft Kent State University Kent, Ohio ACE-DHH 2008 Conference

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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?

February 2008Transition Services Preparation & Training Preparation of DHH High School Students to Use Interpreters

February 2008Transition Services Preparation & Training DHH High School Students’ knowledge to Use Interpreters Depends on Age

February 2008Transition Services Preparation & Training Preparation of DHH High School Students to Use Interpreters

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training Survey Results Top 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

February 2008Transition Services Preparation & Training Survey Results Top 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

February 2008Transition Services Preparation & Training Survey Results Top 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 Training Lack of knowledge of new technical signs in specialized areas: Chemistry, Calculus, Physics and other areas

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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.)

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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.

February 2008Transition Services Preparation & Training 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?

February 2008Transition Services Preparation & Training 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  I ntroduce 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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training 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.

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training Small Group Discussions Student’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

February 2008Transition Services Preparation & Training 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

February 2008Transition Services Preparation & Training Advocacy: Addressing Critical Situations Key Issues When 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

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