1. Working with a Sign Language Interpreter and a Deaf Student in Your Classroom
I prefer to use the phrase “working with” as opposed to “using” an interpreter because I just don’t like to be “used.” I have found that the phrase “working with an interpreter” puts me on more equal footing and makes me a person in the room, not just a “machine” to be “used.”
Middle School
August 2008
10:48 AM

2. Interpreter’s Name
Years of experience as a professional sign language interpreter
Years at each level (elem, middle, high)
Education (college or how you learned to interpret)
Certifications (if any)
Put yourself on equal footing with them. Explain your years of experience, your education level, etc. Show them that you are not an untrained aide put in their room to help them.

3. Deaf Student Name Age Type of Deafness Assistive Listening Devices
Interests
Reading skill
Introduce them to your student. I like to get a current video of my student talking about these things to put on this slide, then he/she gets to talk about themselves and you can voice interpret or add captions to introduce your teachers to those concepts.

4. American Sign Language Interpreting

5. Sign Language Interpreting
The function of the interpreter is to facilitate communication among the participants.
convey all auditory information to the deaf participants
convey all signed information to the hearing participants
Auditory information – lecture, environmental sounds, side conversations
Signed information – comments, questions, side conversations

6. A Model of Interpreting
Today we are going to talk about the rules in our suite.
These rules are for your safety, the safety of your friends, and the safety of everyone.
The first and most important rule is “no horseplay.”
C – no horseplay
Listening
Connecting
Predicting
B – safety
Processing
Analyzing
Understanding
A – rules
Producing
Monitoring
Reviewing
Juggling at least 3 things at all times (except beginning and end)

7. A Model of Interpreting
Rules
Safety
Horseplay
Running D 1 2
A – rules
Listening
Connecting
Predicting
B – safety
Listening
Connecting
Predicting
A - rules
Processing
Analyzing
Understanding
Listen to A
Process A and listen to B
Sign A, process B, and listen to C
Build outline of material for reference during class (and across multiple classes)
C – no horseplay
Listening
Connecting
Predicting
B – safety
Processing
Analyzing
Understanding
A – rules
Producing
Monitoring
Reviewing

8. Code of Professional Conduct
Interpreters adhere to standards of confidential communication.
Interpreters possess the professional skills and knowledge required for the specific interpreting situation.
Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.
Interpreters demonstrate respect for consumers.
Interpreters demonstrate respect for colleagues, interns, and students of the profession.
Interpreters maintain ethical business practices.
Interpreters engage in professional development.
from the Registry of Interpreters for the Deaf
Confidential – as all school employees are, especially for Sp Ed
Skills – specific skill set, prep to gain knowledge for topic
Conduct – Interpret only (not counsel/advise), function appropriate to situation ( not class participant, aide to other students, test proctor, discipline, left in charge of class, spy for admin.), dress code vs. functionality ( PE class), color of dress
Respect for Consumers – language choice, rights of the individuals, foster independence
Respect for Colleagues - team work, share information, evaluations (not a spy for the administration)
Business Practices – be on time, notify if tardy, have a safe work environment
Professional Development – maintain & improve skills, be aware of law & policy changes, 20 hours of continuing education each year to maintain certification

9. American Sign Language

10. Sign Continuum ASL CASE SEE American Sign Language (ASL)
Distinct grammar including word order
Does not allow for a word-for-word translation
A true and complete language capable of expressing any concept
Conceptually Accurate Signed English (CASE)
Uses concept appropriate signs to approximate word-for-word translation
Not a language
Signing Exact English (SEE)
Used in Reading and Language Arts class
Can allow for word-for-word translation, but not as easily understood by many deaf students
Not a true language
ASL - YOUR NAME WHAT?
CASE - WHAT YOUR NAME?
SEE - WHAT IS YOUR NAME?
“He looks like he is going to be sick.”
We use a mix of these sign styles depending on the goal of the lesson.
Not all English words have signs
-PSE is actually all the little variations between SEE and ASL, including CASE. I like to use the CASE example as a middle ground between the two, but that can also swing one way or the other depending on how you sign.

11. American Deaf Culture American Sign Language Deaf History Deaf Art
Rules of interaction
Rules for group membership
Deaf Community
Own language
Own history
Own art
Leave-taking, attention getting, manner of speaking
I’m a marginal member, also deaf who doesn’t sign

12. An Interpreter in Your Classroom
10:48 AM

13. Interpreting Speak naturally – speed and volume
1st & 2nd person vs. 3rd person pronouns
Time lag – opportunity to answer
Demo
Speed & Volume – normally not an issue
“I need to give you a paper” vs. “Tell him I need to give him a paper”
Proper pronouns helps teacher to develop a relationship with the student
Time lag
Demo – (interpret as a teacher reads this)
First, I want you to notice how long it takes for me to start signing this statement. Now, I’m going to ask you a question. Notice when you have your answer compared to when I stop signing. What colors are on the American flag?

14. Classroom Logistics Interpreter Placement – stand, sit, dance
Multimedia Presentations (captioning)
Absences – Student or Interpreter
Interruptions & distractions
Interrupt to clarify a point, repeat something not heard
Interpreter as student distraction
Explain how you will determine how to place yourself in a classroom.
Explain the importance of captions and how they can help all students to understand the material and take better notes.
Explain your system’s absence policy for the student and for yourself.
Interpreter is a hearing student distraction for the first few weeks, then hearing students who are using the visual mode of signing to help them understand what the teacher is teaching will look at the interpreter from time to time.

15. Teacher’s Role
The teacher functions as he or she normally would in the classroom.
Teaches & disciplines as normal, even the deaf student
Lesson Plans
Least one week in advance of the lesson
Include goals, assignments with page numbers, videos, & handouts
Please notify the interpreter of all schedule changes: field trips, assemblies, room changes, morning announcements
You are in charge, I am not trained in classroom discipline
Lesson Plans – I will need to read and learn the material, find signs for vocabulary, have assignments modified, Friday before the week
Notification – can’t take notes on changes while interpreting for student

16. A Deaf Student in Your Classroom
10:48 AM

17. Considerations
Speak at a natural pace and volume, facing the class as much as possible (lipreading)
Multimedia Presentations – captions, lighting, seating
Eye/mind fatigue
Environmental “noise”
Seating
Walking around while teaching
Avoid talking to the whiteboard, sitting in front of a window while speaking, men trim facial hair to facilitate speech reading
A/V – captions not always possible, what is the alternative
Eye fatigue – muscles working the eye to see the lecture get tired vs. ear has no muscles so can continue to listen
interpreter’s dress – dark top
changes in activity – lecture with activities/written work
Noise – flickering light – fire alarm, Visual noise, physical noise (kid kicking a desk, tapping a pencil)
Choose his own seat, with our discretion to move him OR preferred seating
Walking around while teaching, walking around while interpreting - difficult

18. Teaching a Deaf Student
Write assignments and announcements on the board
Write proper names, vocabulary, formulas, equations, foreign terms on the board
Try to repeat or rephrase questions to and from the class before responding
If students are expected to take notes in class, find someone who has good notes to make copies
Some activities require modifications
Allows student to copy into planner, learning new words
Allows student to associate new signs or fingerspelled terms with their written form
Lag time – give deaf students opportunity to comprehend the question and raise their hand
Notes – can’t attend to lecture and write at the same time
Modifying activities – Around the World, Jeopardy, Musical Chairs, group work, reading aloud

19. Modifications/Accommodations
Sign Language Interpreter
Preferential Seating
Provide copies of material/notes
Extended Time (assignments & tests)
Abbreviated assignments & concepts
Study guide
Read/Sign test items
Calculator/manipulatives
Add/adjust to include your student’s accommodations (as per the IEP)

20. Signs to Learn
10:48 AM

21. Spelling & Name Signs [INTERPRETER’S NAME SIGN] [STUDENT’S NAME SIGN]
Signs on this and the following slides taken from Clip and Create CD-ROM.

22. Necessities
WORK
LUNCH
WATER
BATHROOM

23. Manners
PLEASE
THANK YOU
GOOD
BAD

24. Emergency
FIRE
HURT
DON’T
FINISHED

25. 10 Questions American Sign Language American Deaf Culture
Deaf Awareness Quiz
10 Questions
American Sign Language
American Deaf Culture
10:48 AM

26. American Sign Language is used by Deaf people in which countries?
Choose All That Apply:
a) Canada
b) United States
Choose All That Apply:
a) Canada
b) United States
c) Mexico
d) England
Mexican Sign Language
British Sign Language
Answers: A & B

27. What percent of Deaf people have Deaf parents?
90% of the deaf students you see may be language delayed
Answer: A

28. Most children learn ASL & Deaf Culture from:
Residential Schools for the Deaf
Family
Deaf adults in the community
Residential Schools for the Deaf
Sign Language Teachers
Answer: C

29. The role of facial expressions, head movements and eye gaze in ASL is primarily:
Grammatical
Grammatical
Stylistic
Emotive
Attention getting
Eyebrows for questions, head shake can negate a sentence even without the NOT sign
Answer: A

30. While watching another person sign, it is appropriate to focus on the signer’s:
Face
Hands
Chest area
Face
Watch chest, miss facial grammar
Watch face, peripheral catches signs
Answer: C

31. To get the attention of a Deaf person who is looking the other way, you should:
Tap him/her on the shoulder
Yell as loud as you can
Tap him/her on the shoulder
Wave in his/her face
Go around and stand in front of the person
Attention Getting
-tap – shoulder, desk
-wave
-flash lights
-stomp
Teachers touching – suggest tap
Answer: B

32. If your path is blocked by two signers conversing with each other you should:
Go ahead and walk through
Wait until they stop talking before you pass through
Bend down very low in order to avoid passing through their signing space
Go ahead and walk through
Find another path
Across door, across hall, or in classroom (both seated with aisle between)
Answer: C

33. Which of the following are considered rude by Deaf people?
Choose 2 answers:
b) Looking at a signed conversation without indicating you know Sign Language
d) Talking without signing in the presence of Deaf people
Choose 2 answers:
a) Touching a person to get attention
b) Looking at a signed conversation without indicating you know Sign Language
c) Describing a distinctive feature of a person to identify him/her
d) Talking without signing in the presence of Deaf people
Example C – that fat person with the mole on their face
Answers: B & D

34. In general, the least effective communication strategy between Deaf and hearing people is:
Speech and lip-reading
Speech and lip-reading
Using Sign Language
Writing back and forth
Using interpreters
Best – sign yourself – develop relationship with the student
2) Interpreter – more accurate communication, but lose some ability to relate
3) Writing – some deaf may have grammar issues, simple
4) Speech/Lip Reading – about 30% of isolated words, more with context, but still not wonderful
Answer: A

35. Other than the word “Deaf”, a culturally appropriate way to identify Deaf people would be:
None of the above
Deaf and dumb
Deaf mutes
Hearing impaired
All of the above
None of the above
Dumb – mute or stupid
Mute – deaf make noise frequently!
Hearing Impaired – deaf are neither impaired nor disabled
Hard-of-Hearing – for those who use hearing aids & speech and probably don’t sign
Answer: E

36. Additional Information
TSD –
Tennessee School for the Deaf
RID –
Registry of Interpreters for the Deaf
NAD –
National Association of the Deaf
NETAC –
Northeast Technical Assistance Center
PEPNet –
Postsecondary Education Programs Network
TSD – local deaf school
RID – interpreters professional organization, code of ethics, local chapters, standard practice papers on educational interpreting, working with interpreters, etc.
NAD – Deaf information, local chapters
NETAC – several tipsheets on how to work with interpreters, hard-of-hearing, cochlear implants, etc.
PEPNet – resources, training

37. Contact Information
My supervisor (for praises, complaints, absences, etc.)
phone number,
Interpreter’s Name cell: (865)
address
interpreter
Fill in your information for the teachers to have
Have teachers complete index cards with the above information
Please include Suite/team phone number!