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Supporting Effective Teaching Experiences with Deaf and Hard-of-Hearing Students

Working With C-Print & Interpreters

Question:
If you use C-print in class for communication access, what would you like your instructor to know about the challenges you sometime face?

Click on the image below to see video of the student's comments.

Rachel Rabenn
Biomedical Science
Photo of Rachel RabennIf someone in the class has a question, because a lot of the times people talk quietly in classes, if the professor could repeat it so that the interrupter and caption-captionist can get the question. Because a lot of times that’s a problem or the professor is not repeating the question and the interrupter has been, can’t interrupt and the captionist can’t caption what’s being said. So, just being aware that there’s someone else in the room and just because the teacher can hear what the other person is saying doesn’t mean the interrupter and captionist can. So just, telling the class to speak up or repeating questions that are being said is really helpful because then we won’t miss what’s being asked.

Emily Fitzgerald
Accounting
Photo of Emily FitzgeraldI really love C-Print, it really helps a lot especially for teachers with accents, it’s really hard for me to understand and I like to have C-Print because I can visually see, live, what the teacher is saying so I can ask questions if there’s any questions or if she asks me a question then I know what question she’s asking instead of having me ask her to repeat the question. So I really depend on C-Print for teachers with accents.

Question:
If you use interpreters in class for communication access, what would you like your instructor to know about the challenges you sometime face?

Click on the image below to see video of the student's comments.

Britta Schwall
Business Management
Photo of Britta SchwallIt’s important to keep in the back of your mind that all interpreters have not majored in Business, the interpreting field yes, but not the subject I’m studying, so all the vocabulary that they hear in a class they may be clueless, so sometimes in class it’s their first time hearing that term so it’s important to share materials with them ahead of time so they know what to interpret.


Emmanuel Perrodin-Njoku
Biomedical Science
Photo of Emmanuel Perrodin-NjokuFirst, make sure you meet with your interpreter before you start to work together, get to know them and maybe the interpreter can explain their role better to you and you will understand better what they do. The interpreter is there to interpret for the students to understand you, the faculty and the hearing students too. They are there for everyone, so that everyone has access to communication, so in class when students are in their seats and the professor asks a question be sure to keep in mind that there is an interpreting lag. When you speak and the interpreter is still interpreting and the deaf student wants to raise their hand to participate they may be too late or they miss the time to respond and that is a missed opportunity for them. They feel they are constantly trying to catch up. The teacher should make sure that everyone has the same access to the questions. Also, just an FYI to teachers, the interpreter will sometimes interrupt if they miss something or don’t understand or are thrown off, they are just trying to make sure that the deaf students have the same access as the hearing students. Be willing to repeat for the interpreter or maybe if it is happening again and again, talk with the interpreter to find out ways the two of you can work together. Maybe slow down when you are talking and make sure that they have access to the prep materials. Work with them because they are your colleagues.