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Teaching Students Who Are Deaf or Hard of Hearing Who Use Interpreters

Interpreter: the role of an interpreter is to facilitate communication and convey all auditory and signed information so that all individuals involved, be them deaf or hearing, may fully interact. The interpreter allows the student and instructor to control the dialogue and conversation by transmitting the spirit and content of the speaker.

Use Good Communication Skills

  • The interpreter’s role is to facilitate communication. Please refrain from asking the interpreter to participate in the class activities, since this will interfere with the quality of communication provided and compromise the role of the interpreter.
  • Look at and directly communicate with the student when speaking to him/her. Do not look at the interpreter.
  • The interpreter will rely on your exact words for interpretation. Use “I” and “you” when speaking with the student. Third party phrases such as “ask her” or “tell him” can be confusing.
  • Avoid using words like “this” and “that”. If you are referring to items on the board, restate the item. The interpreter usually has their back to you and may not know what “this” or “that” is.
  • Speak naturally at a reasonable pace. Keep in mind the interpreters will normally be one or two sentences behind due to the fact they must fully understand a complete thought before signing it.
  • The interpreter is only capable of conveying one message at a time. Encourage all your students to wait until they are recognized by you prior to speaking or signing.
  • Allow time after asking questions prior to selecting a student to answer. This will allow the interpreter to finish interpreting and enable the deaf/hard of hearing student to raise his/her hand or make a comment, enabling the student to fully participate in class.
  • If you are planning an interactive lecture it usually works best to have the students in a semi-circle or circle.
  • Try to avoid talking while students are focused and working on in-class written assignments. The student cannot read or write and watch the interpreter at the same time.
  • Repeat or rephrase questions/comments from the class before responding.
  • Avoid the temptation to pick up the pace when time is short.
  • Do not discuss concerns about the student’s ability to hear in front of the class, do this privately with the student.
  • Do not discuss concerns about the student with the interpreter. This will compromise the interpreter role and Code of Ethics (COE).
  • Encourage open communication from a student with hearing loss about your teaching style.


Provide Classroom Services

  • Provide handouts such as syllabus, lesson plans, and assignments to both the student and the interpreter.
  • Write announcements and assignments on the board.
  • Write proper names, technical vocabulary, formulas, equations, and foreign terms on the board.
  • Always use captioned films/videos or provide a written manuscript. (If the caption feature is left ON you may be surprised when captioning appears on something you thought might not have had captioning.)
  • Keep the length of lecture in mind for the sake of the interpreter and deaf student. Working in breaks will benefit both parties. Receiving information visually without breaks can be tiring and cause eye fatigue for the deaf student.
  • If the student has selected a seat please respect their choice and be sure it is kept available.
  • Keep lines of sight free for visual access to information. The interpreter will attempt to sit or stand in direct line with you, the student and any visual aids.
  • For some students the interpreter may read and translate written text into sign language. This may also apply to testing.
  • In some cases it might be needed to arrange a written test instead of an oral test.
  • Be familiar with computer-assisted note taking. (see teachers tips “note taking technology”)
  • Familiarity with the subject matter will enhance the quality of the interpreted message. If possible, provide as much information to the interpreter prior to lectures/activities so they can prepare.
  • Support the student in advocating for communication access.
  • Advance notice to the student and interpreter if there is a field trip, change in class time or place so that accommodation arrangements can be made.
  • Do not lecture when your back is turned on the class, such as when you write on the whiteboard

Interpreter Code of Ethics: all interpreters associated with Coconino Community College are bound to follow the Code of Ethics established by the Registry of Interpreters for the Deaf (RID). This information can be obtained from the Disability Resources Office.

Accommodations may include one or more of the following:

  • Interpreter
  • Use of assistive listening device
  • Note taker
  • Computer-assisted note-taking
  • Private testing
  • Extended test time
  • Altered test format (written instead of oral)
  • Written text interpreted
  • Advocacy