Working with Sign Language Interpreters and Notetakers
Guidelines for Teaching Staff with Deaf or Hard-of-Hearing Students
Sign Language Interpreters and Notetakers are bound by a Code of Ethics.
They are expected to respect confidentiality while effectively facilitating communication.
Sign language interpreters and Notetakers must be on alert and available to interpret or note-take everything being said or heard in order to properly provide equal access to communication.
Access Options for Deaf Students in Singapore
Deaf or Hard-of-Hearing clients might engage one or more of the following services, depending on their needs, nature of the class or personal preference.
Sign Language Interpreters
Deaf students may hire a sign language interpreter so that they have real-time access to class audio information. They are able to follow along during lectures, group discussions and can interact with classmates and lecturers during lessons. Writing notes or reading is not possible while paying attention to the interpreter.
Sign language interpreters can work in physical classrooms or on remote video conferencing platforms. The financial cost of this service is usually footed by the client.
Note-taking Services
Deaf students proficient in English may hire a notetaker so that they have near real-time access to class audio information. Notetakers do not transcribe word-for-word, but rather, a meaning-for-meaning transcription. Deaf students are able to follow along during lectures, however, there may be a lag time during group discussions or conversations. The notes can be referred to and reviewed during and after class.
Notetakers can work in physical classrooms or in video conferencing calls remotely via shared documents. The financial cost of this service is usually footed by the client.
Others
The following services are not commonly utilised in Singapore due to unavailability or practicality.
Digital/FM Assistive Listening Devices
Live Transcription or Captioning
Ideal Access for Class
Using both Sign Language Interpreters and Note-taking Services
Deaf students may opt to use both services for some types of classes, like tutorial or lectures.
This is so that they do not need to worry about taking notes while paying attention to the interpreter in class. Both channels complement each other to provide the client fuller access.
Preparing for Class
Learn what to do before the start of classes.
Understand Their Needs
Lecturers are recommended to interact with the Deaf student before the start of lessons to understand their profile, accommodative needs and concerns.
The Deaf student also needs to understand the nature of the classes so that appropriate access options can be arranged. Modes of assignments and alternative assessment components also need to be discussed so that the Deaf student can be accommodated for. Some examples include video presentations with captions, engaging an interpreter for interviews or changing the weighting of oral components in assessments.
Preparing Class Materials
Share materials with the Deaf student before the class for the Interpreter or Notetakers. These can include presentation slides, study guides, handouts and media links. Consider sharing a cloud-storage link or creating a guest account on your Learning Management System for the Interpreter or Notetakers.
Wherever possible, include a slide number in your presentation slides. This can greatly help a Notetaker reference to the slide in their notes. If this is not possible, some Notetakers can take a screenshot of the slide to be included in the notes.
Make sure all video and audio class media materials are captioned. When screening a video online, please turn on Closed Captions whenever possible.
Setup the Learning Environment
Whenever possible, arrange the classroom seating in a circle or semi-circle so that the Deaf student can identify all speakers and their body language. The Interpreter and Notetaker also needs to be able to hear all speech and be positioned in an appropriate line-of-sight with the Deaf student. The interpreter will facilitate seating arrangements in classrooms before the class.
Be mindful when assigning groupings the class that the Interpreter and Notetaker is not counted but must accompany the Deaf student. This especially applies to breakout rooms on video conferencing sessions.
Maintain order and control noise levels in the class, so that the Interpreter and Notetaker can hear the speech of the lecturer at all times. Multiple speakers talking over each other is not a conducive environment for all.
Conduct a Deaf-friendly Class
Learn what you can do to make the class a more conducive learning environment for all.
Use a moderate pace for speech
Speaking too fast or too slow can affect the effectiveness of the Interpreter and Notetaker. Speak clearly as you would do normally, do not over-enunciate or shout.
Provide ample time to write
As Deaf students need to stop looking at their interpreter when they are writing notes or reading, please provide ample time before speaking again.
Use descriptive labels
Instead of using “this” and “that” when referring to a diagram or chart, use labels like “y- axis” or “X value”. State slide numbers and explain acronyms as this can help Notetakers and Sign Language Interpreters work more efficiently.
Be mindful of lighting
Sometimes, the classroom lights may be turned off for the projector to be seen clearly. Please ensure that the interpreter has sufficient lightning at all times.
Face the class when speaking
Body language, lip-reading and recognising who is speaking is important to Deaf people because they pick up on visual cues. Back-facing the class would impede this.
Take turns when speaking
Ensure that they are turn-taking when speaking. When multiple speakers talk over one another at the same time, the Notetaker cannot effectively convey what is spoken.
Be inclusive
Never leave Deaf students out of class activities, group discussions or participation that lecturers would not with any other student.
They are fully able to respond, interact and ask questions, albeit taking a little longer time with different communication modes.
Working with
Communication Facilitators
Need-to-knows when working with a Sign Language Interpreter or Notetaker.
Address the Deaf student directly
Speak in the first person, just like you are having a normal voice-to-voice conversation with a person. Avoid such phrases as "Tell her," and "Explain to him." The interpreter is there to act as a medium to facilitate communication and should not be considered a party in the conversation.
Be patient when the Deaf student responds
Deaf students might respond with the help of a Sign Language Interpreter or Notetaker. This will require a short lag time, so be patient when a Deaf student is responding to a question or asking one.
Do not ask to leave out dialogue
Deaf students have a right to know all verbal conversations and information, including jokes and casual remarks. If anyone would like to say something in private, please leave the room.
Communication Facilitators are not companions or helpers
Sign Language Interpreters and Notetakers are bound by a Code of Ethics to remain impartial. Although they might assist in ensure appropriate accommodations, they do not play the role of a tutor, caregiver or social worker. They cannot use personal opinions or provide additional academic advice, and must stay true to what the lecturer or teacher is conveying in class. These communication facilitators cannot be asked to participate in class activities or group discussions.
Gather feedback after the class
Lecturers may ask the Deaf student, Sign Language Interpreter or Notetaker if there are anything you should take note of after the end of the lesson.
We should strive to continue improving and making the learning environment more conducive for the student.
Any questions?
Reach me for any accessibility questions about working with the Deaf community in Singapore.