Working with a Classroom Sign Language Interpreter

Children who are d/Deaf or hard of hearing require their own unique set of supports at school.  Notice the term “d/Deaf”. The lowercase “d” represents deaf hearing loss and uppercase “D” refers to Deaf culture and community. In this blog, the uppercase “Deaf” will be used throughout since we are discussing children who use sign language.

This blog provides information for teachers about classroom supports to help a Deaf or hard of hearing (DHH) child learn and be less frustrated. This blog is useful for children using sign language.

What is a Sign Language Interpreter?

A sign language interpreter in a school is called an educational interpreter. They are a related service provider on the child’s Individualized Education Program (IEP). Their job is to facilitate communication between the DHH student(s) and their teachers, classmates, and school staff.

But They Have a Listening Device… Do They Really Need the Interpreter, Too?

Some DHH children wear listening devices, or they may have their teacher wear a microphone. However, they also use an interpreter. Sometimes listening devices break, get lost, the batteries die, or the child needs a listening break and removes the devices. Listening is hard work and exhausting. Using sign language during these situations helps them socialize and keep learning language and classroom content.

Sign Language is also a bridge and fills in the gaps for words that a child does not hear fully.

Interpreters in the Building

Where Will the Interpreter Be?

The interpreter will be sitting or standing next to whoever is speaking. It is helpful, when possible, for the speaker to not move around the room so the child who is DHH can focus on their interpreter and not have to turn their head in their seat to see. It is also helpful to make sure people do not walk in front of the interpreter so that the student’s view is not blocked.

The interpreter will go wherever the student goes (e.g., all classes, recess, lunch, field trips). This way the student can always communicate with peers, teachers in every class, recess supervisors, and all other school personnel.

When talking to the student who is DHH, speak directly to them and not the interpreter.

The Teacher’s Responsibility

It is your responsibility to give the interpreter materials a few days ahead of time (e.g., notes, slides, links to videos) so they can prepare during their planning time. Interpreters need to prepare for a variety of reasons. They may need to learn new vocabulary words, idioms, and phrases; reduce their mental load of trying to remember all of the content; search for already interpreted videos they can provide for you with; practice keeping up with the speed of something that is fast (e.g., songs); and become familiar with the overall message.

Speak at a regular, natural pace.

The interpreter is not an aide and should not be delegated tasks that do not fit their role. Their job is to provide language access, not manage behaviors or work with other students.

Setting Up Your Classroom for Accessibility!

Turn off the distractions- sounds and visuals in your classroom from sources such as a tv, tablet, radio, fan, air conditioner, and open windows make it harder for a DHH child to hear you talking or watch their interpreter signing. As best as you can, get rid of other audio/visual noise and screens so the student can focus on hearing important sounds or watching the interpreter sign.

Always turn on captions when you watch videos, no matter the age of the child. When a child has to look back and forth from the video to the interpreter, they may miss parts of the video or words the interpreter is saying. Captions help children learn to read and more fully watch the video.

IEL Resources

• Resource List: Deaf and Hard of Hearing Resources