Disability Resources for Faculty
Engaging Deaf Students video - a lecture by Raymond Baesler at the CTLE
DRS Testing Request Form (online form) - to be completed by faculty for a student taking an exam in DRS.
DRS Testing Request Form (Fillable PDF) - to be completed by faculty and provided to DRS for student taking an exam in DRS.
Using an Interpreter In Your Classroom
Sign Language interpreters facilitates communication between an individual who is deaf/hard of hearing and a normally hearing individual. Their role is to "bridge the gap" between two individuals who do not share the same language and/or mode of communication.
Relax. Using an interpreter is not meant to be difficult or overwhelming!
A Sign Language Interpreter is licensed by the State of Arizona, credentialed, and bound by a code of confidentiality.
Speak naturally. There is "lag time" involved between the spoken message and the interpretation; however, the interpreter will inform you to repeat something or slow down.
Maintain eye contact with the Deaf student - the interpreter is there to facilitate the communication between yourself and the student.
Don't ask any the interpreter any personal questions about the student. The interpreter is bound by a code of confidentiality and cannot repeat any information they have learned on previous interpreting jobs.
American Sign Language is a language with its own unique grammar and syntax which bears no relation to spoken English.
Do not say things that you do not want interpreted. The interpreter ethically must interpret everything they hear.
If there are written materials for the student, ask the interpreter if he or she would like copies.
During testing the interpreter will be available to interpret your instructions and the student’s questions concerning the test. Interpreters follow a National Code of Professional Conduct. The Interpreters will not interpret the test.
Longer class times and/or full-time interpreting schedules require the use of a team of two interpreters. Teaming allows the interpreters to switch primary and secondary roles every 15-20 minutes. This helps avoid physical damage to the interpreters (repetitive motion injury) and reduces mental fatigue, which causes degradation of the interpreted message for the student.