Tips For Working with Deaf/Hard of Hearing Students and Captioners
If you have never interacted with a deaf or severely hard of hearing person, you may be unsure how to best communicate or what to expect. Deaf and hard of hearing students at UCSC come from a variety of backgrounds. Some voice for themselves, others speak through an interpreter or captioner. Some use sign language, while others rely on lip-reading, written communication, hearing aids and/or FM systems. Many deaf and hard of hearing students, who do not sign, use Realtime Captioning to access information in the classroom.
A Realtime Captioner is a highly skilled professional, often trained as a court reporter, who uses a Steno machine and a computer to type verbatim what is being said. The student follows the lecture or discussion by reading the dialogue on a computer screen. Here are a few tips for working with the deaf/hard of hearing student and a captioner. Please review these with TA's and discussion leaders:
- Speak directly to the deaf person, not to the captioner. Deaf or hard of hearing persons, who do not sign, often voice for themselves and rely on lip-reading (in one-on-one situations), rather than on a captioner to translate for them. However, if a captioner is translating, a common mistake is to say to the captioner, "Tell her . . ." or "Ask him . . . " Instead, speak to the deaf/hard of hearing person as though the captioner is not present. Expect lag time if a captioner is translating.
- Captioners have an ethical responsibility to remain neutral. They cannot answer personal questions about the student, interject personal opinions or assist a student with schoolwork. They are there to strictly translate what is being said. Address questions or comments regarding the student, directly to the student.
- When communication breaks down, try to re-phrase instead of repeat. Consider using basic hand cues to assist with comprehension. Also, with most deaf and hard of hearing students, speaking very loudly or over-enunciating is not helpful. Instead, speak at a normal rate and enunciate clearly.
- Check lighting. If you are darkening a room for a program (e.g. a slide presentation), make sure lighting is sufficient for the student to read the computer screen and/or lip-read.
- Give materials to students and interpreters in advance whenever possible. Advanced copies of lecture notes, hand-outs, song lyrics, et cetera will help orient the deaf/hard of hearing student and allow the captioner to better prepare to translate the class content.
- Optimum use of visual cues, such as lip-reading and viewing the captioner's screen, will usually require seating at the front of the classroom. The student will need to be seated next to the captioner. Remember gum chewing, hand placement, and a turned back can all interfere with the student's ability to read your lips/facial expressions.
- If there is a group discussion consider the best way for the deaf/hard of hearing participant to know who is talking when. Also, consider how the discussion facilitates or prohibits inclusion. Remember there is a lag time when using a captioner; allow time for the student to have a chance to respond.
- Repeat questions from others in the classroom before answering, or consider having individuals come to the front of the class to state their questions or comments.
- Emphasize important information such as assignment, schedule changes or due dates by writing details on a chalkboard and/or providing written handouts.
- To get a deaf or hard of hearing person's attention, use a hand motion or wave in their field of peripheral vision. Sometimes a stomp on the floor or a light pounding on a shared table might be the best way to get their attention.
QUESTIONS? If appropriate, clarify disability-related needs with the student, or contact DRC at 459-2089
