Frequently Asked Questions
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The student communicates fine with me in my office; why does he need a sign language interpreter for class?
Students who are deaf or hard of hearing may rely on a variety of communication modes, depending on the setting and purpose of the dialogue or communication. Speechreading skills and residual hearing may be effective in one setting, but ineffective in another. This may even be true for students who use assistive listening technology or speech-to-text services and/or who may have a cochlear implant. Students who experience hearing loss vary on degree of loss, type of loss, age of onset, and preferred communication mode. All of these factors impact a student's ability to speechread. Approximately 30 % of English speech sounds are visible on the mouth. Speechreading involves using residual hearing, watching body language and facial expressions, and knowing the topic. A student will not be able to follow if there are group discussions or instruction given while the instructor is looking down or has his back to the class. The following factors impact a student's need for a sign language interpreter:
- acoustics, size, lighting of room
- student's familiarity with the subject
- lecture vs. discussion format
- instructor's accent or facial hair that obscures lips.
These factors also influence a student's need for a sign language interpreter in one class but possibly not in another.
It may be difficult for the student to monitor her speech for loudness and clarity in a classroom versus a small office. A classroom interpreter can project what the student is signing to the instructor and class with appropriate loudness and clarity and enables the student to participate in class discussions effectively.
One-on-one communication with a student in a quiet disability services office often includes information already familiar to the student. When compared to the classroom, where the information is new and unfamiliar and the acoustics may vary, it is easier to understand why students may require sign language interpreting services, speech-to-text services, or assistive listening devices.
The student truly is the best judge of when he needs support services such as interpreting. This is further supported by Title II of the Americans with Disabilities Act, which states that, Institutions must give "primary consideration" to the communication preferences of the individual with the disability.
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