Interpreting Services
Arizona Western College provides interpreting services for classes, related academic requirements, and non-academic out-of-class activities that are sponsored by the college.
Students requesting sign language interpreter services will meet with the deaf and hard of hearing services coordinator to discuss his/her needs and to sign an agreement acknowledging familiarity with related policies.
Students using interpreting services are encouraged to register during the priority registration period and to submit requests for services to the deaf and hard of hearing services coordinator as soon as possible after registration to ensure there will be services provided. Last minute changes to a student’s schedule may result in an inability to provide interpreting services; therefore, it is important to meet with the coordinator with any schedule changes.
All non-classroom requests (including meetings with professors or group meetings with other students for projects or assignments) also should be made as far in advance as possible using the Interpreter Request Form, but at least three business days in advance. Last-minute requests cannot be guaranteed, although attempts will always be made to secure interpreter services. The college is not responsible for any interpreting services other than those approved by ARS.
Student Responsibilities:
Students are encouraged to meet with their professors before classes to discuss the use of interpreting services and any logistical needs.
Students are responsible for all information presented in class. The interpreter is not responsible for retaining or repeating information the student missed.
The student is responsible for informing ARS of any changes in a regularly scheduled assignment.
Absence Policy
Students using interpreters should notify ARS at least 24 hours in advance if they will be absent from class. In the event of illness or emergency, students should notify interpreter or coordinator as soon a possible after the absence. If students do not have the interpreters contact information, they should communicate directly with the coordinator. If a student misses class three times without 24 hours advance notification, the student must meet with the coordinator to continue to receive services. Interpreters will wait five minutes for each half-hour of class time. If the student has not shown up after the waiting time has elapsed, the interpreter will leave. If the student shows up after the elapsed time, the interpreter’s availability is not guaranteed. Any interpreter absences must be reported to the coordinator of ARS.
Note: An unreported absence refers to an absence with neither advance notification nor notification within 24 hours following the class or event.
Sign Language Interpreter Role and Responsibilities:
Sign language interpreting provides the facilitation of communication between people who are Deaf or hard of hearing and individuals who are hearing.
-
The interpreter is there to serve the class (professor, Deaf/HH student, and other students) by providing communication access.
-
Interpreters do not participate in class.
-
Interpreters will not answer student’s questions. If the Deaf/HH student has a question, he/she should raise his/her hand. The interpreter will voice if requested.
-
Students should not socialize with the interpreters while they are on the job.
-
Interpreters will keep all information confidential.
-
Interpreters must adhere to the Registry of Interpreters for the Deaf Code of Professional Conduct
Notes to the Professor:
Deaf people rely on their vision to communicate and learn. Whether the Deaf person is expected to watch an interpreter, an experiment, a video tape, written examples, a demonstration, or information on a handout - all messages are gathered visually.
Therefore, important considerations are:
One message at a time—if you expect the Deaf person to understand more than one message at a time, missed information is unavoidable. The most effective presentation strategy is to use sequenced actions instead of simultaneous actions. This may be accomplished by:
1. Using a multiple-step approach—As separate steps, verbally describe a concept, and then show the concept with objects or writing. After the demonstration, review the concept again. This allows the student to see all of the messages that hearing people hear and observe (as opposed to showing a concept while talking about it at the same time, causing the Deaf person to miss valuable information.)
2. Speaking one at a time during discussions—This gives the Deaf person (and the interpreter) a clear understanding of the discussion’s content. With a clear turn-taking process, the student is given more opportunity to join the discussion.
3. Using closed captioning during videos—Captioning allows the student to follow the action of the movie while still being able to read the words being spoken. Therefore, it is imperitive that all videos be shown with captions. Interpretation of the videos is not considered equal access. If a video without captions is being shown the instructor must provide a transcript of the video to the deaf student prior to viewing.
-
Wait time—Interpreting does not happen instantly. The interpreter must hear, understand, and sign each thought, using several seconds of processing time. Waiting about 3 to 5 extra seconds for the student to comprehend messages will give him or her the chance to comment with the group. Wait time is often beneficial for hearing people as well.
-
Line of sight—The student should be able to see all important visual messages (the interpreter, speaker, other participants, board/projector screen, TV, etc.) from the best possible position. This may require flexible seating assignments for each activity.
-
Adequate lighting—In order to receive visual messages, the student must have enough light to see clearly.
Other considerations—Every Deaf student is different. Individual needs must be evaluated before deciding what creates an accessible environment for each student.
