Special Education

Teachers

Responsibilities of the Teacher When Working with an Interpreter

The teacher must understand the role of interpreters and facilitate the effective use of interpreting services. The classroom teacher:

- ensures interpreters have access to all materials necessary for adequate preparation

- needs to be available on a regular basis for consultation and collaborative planning with the interpreters.

- in collaboration with the interpreter ensures that the student is able to make effective use of interpreting services (Ministry of Education, 1990, p. 12).

- respects the individuality of the d/Deaf or Hard of Hearing student, while maintaining the same expectations for behaviour and performance for all students.

- accepts responsibility for classroom management of ALL students.

Suggestions for Teachers Working with Interpreters

In order for the student to participate fully in the mainstreamed setting, the teacher should:

- be aware that interpreters will interpret using the first person, using “I” to identify the speaker d/Deaf or hearing

- address the d/Deaf student directly in order to establish rapport

- speak at a normal rate. This enables the interpreter to provide smooth interpretation

- avoid movements which distract or block the student’s view of the interpreter or teacher

- provide the d/DEaf student and the interpreter with information on program structure and content in advance. This will facilitate the student’s ability to follow the process and comprehend the information. This also allows interpreters to research vocabulary and interpret content accurately.

- use visual aids such as the blackboard and overhead projectors as they provide additional information for students and interpreters

- not say things to the interpreter in the presence of the d/Deaf student that you do not want interpreted.

- make provisions for note taking for the d/Deaf student during class lectures. It is impossible for the student to watch the interpreter and take notes at the same time.

- during group discussions identify speakers and repeat questions before answering, to enable the d/Deaf or Hard of Hearing student and the interpreter to know whose answers or comments are being interpreted

- be aware that d/Deaf students may not notice that you have begun speaking if you and/ or the interpreter are not in their line of vision

- be aware that if someone speaks inaudibly or more than one person speaks at the same time, the interpreter may need to intervene for clarification. The interpreter does this by making clear that it is the “interpreter” who is requesting clarification and repetition of information. (An interpreter will also identify to the d/Deaf or Hard of Hearing students that it is the interpreter who is asking for clarification).

- be aware that the interpreting process requires intense concentration and stamina. Interpreters require a 5 to 10 minute break each hour. If lectures exceed one hour without a break, a team approach (using 2 interpreters) should be used.

AVLIC 1992
(Association of Visual Language Interpreters of Canada)