Effective communication affords individuals who are deaf or hard of hearing the ability to share and/or receive information in a manner that is successful for them.
While visual language interpreters have gained more prominence and visibility in the classroom as a result of the passage of the American with Disabilities Act in 1990, they have been a part of the educational landscape since the early 1970s. Despite longevity in the classroom, the role and function of the interpreter is often confusing and distracting.
Regardless of one's role in administering an assessment--as a professor in a college course or a psychological examiner conducting an evaluation-- test providers recognize the importance of obtaining an accurate measurement of student learning, knowledge, abilities, attitudes, and skills.
No discussion regarding hiring qualified interpreters is complete without an understanding of the definition of “qualified,” as it pertains to the American with Disabilities Act (ADA), state regulation, and the concept of “effective communication.”
Providing interpreting and speech-to-text services is a commonplace accommodation in settings where an audience is comprised of several individuals who are deaf or hard of hearing who rely on different communication modes (e.g., ASL, lip reading, etc.). This type of accommodation most often occurs at large magnet events such as conferences. Dual accommodation for an individual student in a postsecondary setting occurs less frequently, but is appropriate under certain circumstances.
The role of the interpreter appears to be very straightforward – to effectively facilitate communication between individuals who are deaf and hard of hearing and those who are hearing. However, the complexities of the task, the varieties or types of visual interpreting, and the enormous range of qualifications brought by the interpreter make it anything but simple.
Interested in learning the signs used for Vocational Rehabilitation services? This interactive online resource includes signs, definitions, and vocabulary used in context in the field of Vocational Rehabilitation.
Math Signs and concepts are taught by Chris Kurz, a college math instructor, who is Deaf. The program includes Algebra, Geometry, Caluculus and other math concepts. Remedial math students, interpreters, teachers, and any student of math courses who are Deaf and/or signers will benefit from this videos.
These videos is produced in American Sign Language (ASL) only, no audio or captions are available for this resource."
Use this tipsheet as a quick reference to learn about cumulative trauma disorder and implications for interpreters.
Use this tipsheet as a quick reference to learn about cumulative trauma disorder and implications for interpreters. (Published in Spanish)