There is a formal Code of Conduct that interpreters and captionists are expected to follow while working in the classroom environment. Describe how this code impacts what you do in the classroom.
Click on the images below to see video of the interpreter/captionist comments.
Real-time Captionist, NTID Department of Access Services
I'm Barbara Fagenbaum and I'm a real time captionist with the department of access services. I would say the primary code of ethics that we all follow is confidentiality. We're sometimes privy to private or personal information that the student may share or that's said in the classroom and we keep all that information confidential. And along those lines, if a faculty member has a question about a student that we are providing captioning service for, they they need to speak to the student directly. We don't really need to know anything about their academic status, their grades, that's not information that we need to know. And also if the student shares personal information with us we won't share that with the professor. If the professor has questions he really needs to speak directly to the student and we're happy to caption that as well.
Interpreter, College of Science & Engineering Interpreting Access Team
My name is Sarah Jacobs and I'm an interpreter on the College of Science and Engineering Interpreting Access Team. Basically it's um a tenant of how we are to behave and act and perform our services as professionals providing access to deaf students. For myself, there's so many, but I think that the top three that are the most important to me are first and foremost confidentiality. And I would insure a faculty member that anything that is said within a classroom setting, a tutoring session, a one on one meeting with the deaf student is absolutely confidential, it stays in that setting, it goes no further. Second is neutrality. I am a neutral party, if I'm doing my job well you'll forget that I'm even there but in neutrality I my role is that I will not add my own opinions, emotions, or feelings to the message they are conveying. For example I believe in creation and you might be teaching evolution. Even though it goes against my own personal belief system, I will not change or interject my own opinions or beliefs into your message. It's your message and yours alone, which leads to the third point which is most important I will convent the intent of the speaker faithfully. I will not change your emotions, your tone I will convey that as accurately as I can in the message whether it's humor, or being stern or angry or unfortunately sometimes boring. You know that, I will not change that I will be faithful to render that to the students because if a hearing student hears those things then a deaf student also needs to hear those things.