Questions Commonly Asked About Teaching Deaf Adult Students

What do I do if....

I want to get the attention of the class to begin?

• Take your place at the front of the class.
• Indicate to the class you are ready to begin.
• Flash the lights in the room to let them know you are ready to start.

I want to get the attention of one deaf student?

• Call the student by name. The interpreter will sign your comments.
• If the student isn't looking, you may have to go to him/her with the interpreter.

the interpreter doesn't show up for class or is late?

• Use the chalkboard, overhead projector, or visual aids more.
• Inform the student that you will begin your lecture and they should use the backup plan they have discussed with DSS.
• Provide the deaf student with a copy of the day's lecture notes to help them follow along. They may choose not to stay in class if the interpreter or realtime captionist will not be in the class
• Tape record the lecture.
• Feel free to write notes to communicate with the student. Communication is the important thing!

I know a few signs? Should I use them when appropriate or let the interpreter do all of the signing?

• Use your signs before or after class or during breaks.
• Let the interpreter do the interpreting in class. Your signing would make the deaf students shift their eye contact to you and away from the interpreter.

I want to be sure the deaf students understand what I am saying?

• Do whatever you do to find out if other students understand the material.
• Ask questions.
• Remember that the interpreter will interpret their answers or responses to you.

I am in the habit of moving around while I teach?

• It is best to stand in one place unless it is necessary for you to move around in demonstrating something.
• If moving is necessary, it is better for you not to talk while moving. Move and then speak. This will make the work of the interpreter more effective.

What do I do about.....

my regular or normal vocabulary when teaching deaf students?

• Use the same vocabulary you would use in any class.
• If there are specialized words for the subject you are teaching, it is a good idea to let the interpreter have a list of these before class.
• Be sure to have definitions ready for new or difficult words. This will be helpful to all students in the class.
• Write on the board or spell unfamiliar words

my speed of talking when I use an interpreter?

• If your normal speed is too fast, you may need to slow down.
• It is possible to speak too slowly for the interpreter. Together you must try to work out the best speed for both of you.
• Speak distinctly so the interpreter can easily understand you.
• The interpreter should not have to turn and look at you to understand you.
• Don't turn away from the interpreter or the class while you are talking.

Will the interpreter be in the class....

on test days?

• Taking cues from the student, the interpreter may come to the beginning of the class period to interpret direction, corrections, additions, etc. to the test and then after checking with the student and you, may leave.
• If you will have additional comments planned for during the test time, the interpreter will stay.
• If you make a correction during an exam and the interpreter is not there, write the information on the board and draw the student's attention to the board

for field trips and special speakers?

• Interpreters are provided for class related activities. This includes field trips and special speakers.
• If the location of the class is changed because of a special speaker, contact DSS.

What if the student....

is not in class?

• Interpreters will remain in the classroom for 15 minutes. If the student has not arrived, the interpreter will leave.
• Realtime captionists will caption the class regardless of student attendance.