Educating Deaf Students on Using Interpreters Keady Gundrum Olivia Krise Dr. Pamela Luft Kent State Univeristy

Transition Services Preparation & Training February 2007 Need for Information  A deaf education teacher brought the need for this unit to our attention in the fall.  Across NE Ohio, 100% of interpreters surveyed indicated that the deaf youths they work with would benefit from instruction related to how to utilize interpreter services.

Transition Services Preparation & Training February 2007 Incorporating Information within a Larger Unit  These lessons coincide with Ohio Academic Content Standards relating to Oral and Visual Communication.  In a variety of settings,these lessons could be used in conjunction with a larger unit. Ideas: Provide students any opportunity to relay and acquire information through an interpreter in class, regarding any topic. While planning a field trip, allow students to make a relay phone call to request interpreter services.

Transition Services Preparation & Training February 2007 Empower Students by Teaching…  Why deaf students need interpreters  Interpreter Code of Ethics  Who are interpreters Professionals, not family members  Right to Interpreter Services, ADA  How to arrange for interpreting services

Transition Services Preparation & Training February 2007 Why Do People Need Interpreters?  2 or more people who do not share a common language use interpreters to relay communication  Interpreters allow each person to understand each other, without relying on written communication or signing skills of friends and family.

Transition Services Preparation & Training February 2007 Interpreter Code of Ethics  Interpreters are professionals who abide by a code of ethics, including: Confidentiality  Information learned while interpreting is kept private Possess knowledge and skills required to interpret information with accuracy  Use discretion when accepting assignments  do not provide personal opinions Respect for consumers  Consider consumers requests regarding language preferences  For the complete NAD-RID Code of Professional conduct, visit

Transition Services Preparation & Training February 2007 Who are interpreters?  Professional interpreters have experienced a high degree of training and practice. Simply being fluent in sign language and ASL does not qualify someone to be an interpreter.  Interpreters should be neutral and non- biased. Consumer’s family members should not be asked to interpret because of bias and consumer’s right to confidentiality.

Transition Services Preparation & Training February 2007 Right to Interpreting Services  The Americans with Disabilities Act is a law that requires businesses and organizations to provide qualified sign language interpreters.  It is not the deaf person’s responsibility to find or compensate interpreters. If you are deaf and a doctor’s office or business asks you to “bring an interpreter with you,” you may refer them to this law.

Transition Services Preparation & Training February 2007 How to arrange for interpreting services  Doctor’s offices and businesses often do not have experience with securing interpreter services. As the consumer, you may want to provide them with the name and phone number of local interpreting agencies, and perhaps the name of a specific interpreter that you would like to request. Many cities have an agency under the listing “Community Services for the Deaf.”

Transition Services Preparation & Training February 2007 What to do if you aren’t satisfied with interpreter services…  First, inform the interpreter of the problem. If the interpreter is unable or unwilling to address the problem, contact the agency that sent the interpreter and file a complaint. If the interpreter is nationally certified, and he/she violated the code of ethics, you may choose to file a complaint via RID’s Ethical Practices System.

Transition Services Preparation & Training February 2007 Remember…  Utilizing interpreter services is a life skill. Teaching deaf students how to use interpreters effectively is like teaching literacy: it opens up an information highway.

Transition Services Preparation & Training February 2007 What’s To Come…  Unit is still under development- additions may include: Guidelines specific to educational interpreting Student-Directed Interpreting PowerPoint  available for schools to offer as an assessment of student’s understanding and further development To access the final unit (and others) please visit: