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Reply to briehl
From pepnet 2:
Neither Section 504 nor the ADA affords consumers the right to demand a particular interpreter. Colleges generally must afford effective accommodations. Public institutions additionally must give primary consideration to the student's communication preferences.28 The latter is not an invitation for the student to demand a particular person. Rather, the language is intended to denote the importance of the person's mode of communication.
28 The latter is not an invitation for the student to demand a particular person. Rather, the language is intended to denote the importance of the person's mode of communication.
-http://resources.pepnet.org/files/175_2009_8_20_17_06_PM.pdf
Reply to briehl
We try to honor students' request when it is deemed reasonable. For example, if the student wants his/her friend to interpret, we will usually refrain from that. But, if the student and the interpreter have worked together on developing specialized vocabulary/signs, we will consider the request.
Reply to briehl
When a call comes in to our agency requesting a specific interpreter for a college class, we do our best to fill that request. ADA and 504 provide for the right to effective communication. Confidence in the interpreter is paramount to effective communication.
Many interpreters have the skill to pass the certification exam, yet they may not have knowledge and experience in a specific topic to do justice in that setting. To request an interpreter with a reputation for their knowledge in that setting IS a reasonable accommodation. In arguing this point on a regular basis I have found 2 good analogies: 1.) A paralegal, with 10 years experience on the job, doesn't belong at the bench in a courtroom even though they may have extensive knowledge of the law 2.) A foot doctor is highly trained, but has no business doing brain surgery...the same idea holds true for interpreters. Just because they have SOME knowledge doesn't mean they have ENOUGH knowledge to do a particular assignment.
Our society revolves around two basic tenets: Earn money and don't break the law. Although our CPC suggest that interpreters accept assignments with discretion in regard to skills/abilities, jobs are often filled with anyone available. This satisfies the need to earn money as well as "we provided an interpreter...we satisfies the law..." However, if that interpreter doesn't have a background in that situation, the client most likely will NOT have EFFECTIVE communication. With effective communication comes better grades, more confidence, an opportunity for success. If the grades of the student reflect a difference to the positive side when they have a specific interpreter, it would be evident that the pairing of that student/interpreter is satisfying the effective communication clause that the law provides.
When I do something/buy something/hire a service provider for myself, no matter the situation, I want the best for myself. I can understand the Deaf point of view in this. The Deaf Community works on the principle that communication is paramount. If an interpreter is not skilled, not effective they will be shunned by the community. Why should the Hearing community force a non-preferred interpreter?
Last thought... What is more cost effective? Paying a little more to secure a specific interpreter with the reputation for being communication effective/hiring the interpreter that the Deaf client has confidence in,
OR
paying for the less qualified interpreter, resulting in the Deaf person becoming frustrated because effective communication is not happening. Deaf person drops the class and waits for the luck of the draw for the next semester. Resulting in paying for the interpreting services two or more times for the same course.
Reply to briehl
I have learned that it pays to find out why the student is requesting a different interpreter. In one case the reasons were very unclear and seemed more about wanted an interpreter that she "liked" for personality reasons. She claimed that the assigned interpreter didn't have the skills she needed, in an introductory level course for which the interpreter had experience. Since I'm not qualified to evaluate an interpreter and rely a great deal on their experience and certifications and other experience with students, in this case I learned too late that the next time I will urge the student to tell the interpreter what was not acceptable rather than asking me to change them. This advice came from interpreterrs, that they want to know if a student is not satisfied with their skills and what they could do differently. It also might filter out the requests that are based purely on personal preference having nothing to do with skill, and the case where the fit is truly not a good one.