Student Services
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How to use interpreters in the classroom

Section 1: I Have My First Deaf/Hard of Hearing Student — What Do I Do Now?

Like your hearing students, Deaf and Hard of Hearing (DHH) students are unique individuals; their language, culture, mode of expression, and learning style all impact the type of accommodations they may request.

How to Work with a Sign Language Interpreter

Before teaching, leading a meeting, or presenting an FPD event with a sign language interpreter – here is what you should know:
 

COMMUNICATION WHEN AN INTERPRETER IS PRESENT

Communicate Directly with the Deaf or Hard of Hearing Person

Faculty, staff, and instructors should communicate directly with the Deaf or Hard of Hearing individual, not the interpreter. The interpreter will convey auditory information into sign language and signed communication into spoken English.

Auditory information interpreted includes spoken dialogue, questions and responses, identification of speakers, and relevant environmental sounds.

Please speak to the Deaf person directly and as you normally would with anyone else. Do not say "tell him/her" when speaking through an interpreter, as the interpreter will automatically and simultaneously interpret everything that is said.


Understanding The Interpreter's Role

The interpreter is a professional communication facilitator whose purpose is to ensure communication access between Deaf and hearing individuals.

Interpreters render spoken English into sign language and signed communication into spoken English, follow the RID Code of Professional Conduct, maintain confidentiality, and remain impartial. The interpreter does not serve as a participant in the class or meeting.


What Interpreters Do NOT Do

Interpreters are not student workers, tutors, teaching assistants, personal aides, note-takers, academic advisors, or participants in discussions. Their role is strictly to provide communication access.


Classroom Best Practices

Showing a video in class? 🛑STOP🛑 Make sure it is captioned first!

Ensure that all instructional media is accurately captioned before showing it in class or posting it to canvas. Interpreters cannot be expected to interpret videos as a "substitute" for closed captions, as this is a violation of ADA law and should not be expected. In accordance with federal and state law, as well as OSD policies, interpreters are explicitly prohibited from interpreting videos or any other multimedia content that can be captioned or transcribed. For more information on captioning and helpful resources, visit: https://www.avc.edu/its/techtraining/captioning.


Provide Materials in Advance

Advance preparation improves interpretation accuracy, especially for specialized vocabulary. When requested by OSD, please provide the syllabus, lecture slides, reading materials, handouts, technical terminology, and multimedia. Materials are used solely for preparation and remain confidential.


Seating and Visibility

Interpreters will position themselves to provide clear visual access between the student, team interpreter, instructor, and visual materials. Please allow flexibility in seating arrangements.


Online and Hybrid Courses

In synchronous online classes, ensure interpreters are visible on screen, monitor chat participation, and identify speakers. All instructional media must be accessible, including captioned videos and documents.

For resources and best practices for creating accessible content, please visit https://www.avc.edu/campus-organizations-committees/distance-education-and-technology-committee-detc/resources.


Exams, Labs, and Academic Activities

Interpreters may be required for exams, labs, group projects, field trips, office hours, and required academic events. Notify OSD in advance of any schedule changes.


Confidentiality

Interpreters adhere to professional confidentiality standards. Information shared in class is not disclosed outside the assignment.


Questions or Assistance

For any additional assistance, please call the OSD office at (661) 722-6360 or email OSD@avc.edu.

OSD staff are available to consult with faculty regarding accommodations and communication access.

Section 2: Quick Checklist: Working with Sign Language Interpreters (Do's & Dont's)

DO

  • Speak directly to the Deaf or Hard of Hearing student, not the interpreter.
  • Use first person language when speaking to the Deaf person. For example: instead of asking "does he/she have any questions about the homework?", ask "do you have any questions about the homework?"
  • Maintain eye contact with the student.
  • Use natural speech and pace.
  • Provide course materials in advance when requested.
  • Use captioned videos and accessible media.
  • Allow interpreters to position themselves for clear visibility.
  • Contact OSD with questions regarding the Deaf student or schedule changes. 


DO NOT

  • Do NOT use the term "hearing impaired" when referring to a Deaf or Hard of Hearing person, as this is highly offensive and may deeply upset your student.
  • Do not, under any circumstances, show a video in class or post a video to canvas without ensuring that it is accurately and completely captioned.
  • Do not ask the interpreter to interpret a video as a replacement for closed captions.
  • Do not ask the interpreter questions about the student's schoolwork or attendance.
  • Do not ask the interpreter to tutor, explain content, or assist with coursework.
  • Do not say "tell him/her" while speaking to a Deaf person while using an interpreter.
  • Do not show uncaptioned videos.
  • Do not rely on the student to manage interpreter logistics.
  • Do not assign the interpreter additional tasks unrelated to interpreting.
  • Do not change class format or schedule without notifying OSD.
  • Do not discuss confidential matters such as student performance, disciplinary actions, or class-conduct with the interpreter.

Accessibility Policy & Pledge: Antelope Valley College provides qualified sign language interpreters as an auxiliary aid to ensure effective communication and equal access for Deaf and Hard of Hearing students, faculty and staff in accordance with the Americans with Disabilities Act (ADA), Title II, Section 504 of the Rehabilitation Act, Section 508 accessibility requirements, and California Community College accessibility regulations and pledges to create an accessible learning environment for all students.

Section 3: Frequently Asked Questions (FAQ's)

Why is there an interpreter in my class?

  • Interpreters are provided as an accommodation to ensure effective communication and equal access for Deaf and Hard of Hearing students under the ADA, Section 504, and California Community College accessibility regulations.

Why are there sometimes two interpreters in one class?

  • Classes that are longer, highly interactive, or linguistically complex often require a team of two interpreters. Interpreters work in teams to prevent fatigue, maintain accuracy, and ensure continuous access. Team interpreting is a standard professional practice and supports effective communication throughout the class period.

Should I talk to the interpreter or the student?

  • Always speak directly to the Deaf or Hard of Hearing student, not the interpreter. Maintain eye contact with the student and use natural speech.

What exactly does the interpreter do?

  • The interpreter facilitates communication between hearing and Deaf individuals by interpreting spoken English into sign language and signed communication into spoken English. Interpreters do not teach, tutor, or participate in class activities.

Do I need to slow down when I speak?

  • Speak at a natural pace. Interpreters are trained to interpret normal speech. Pause briefly during complex information to allow for interpretation.

Why does the interpreter seem a few seconds behind me?

  • Interpretation requires processing time. This brief delay is normal and necessary for accuracy.

Who will my interpreters be?

  • Due to the nature of varied staff availability, student attendance, and ever-changing schedule logistics, it is difficult to determine which interpreters will be available during your class day/time. For this reason, we do not always know who your interpreters will be ahead of time and therefore cannot accurately provide you their name. Because we fill assignments on an as-needed basis, your interpreter's ongoing consistency in a classroom cannot be guaranteed.

Do interpreters need my course materials?

  • Yes. Providing materials in advance (syllabus, slides, readings, terminology) improves interpretation accuracy, especially in technical courses.

Can interpreters interpret videos shown in class?

  • No. All videos must be captioned to meet accessibility requirements. Interpreters do not replace captioning.

Who should I contact if I have questions or concerns?

  • Contact the Office for Students with Disabilities (OSD).

Section 4: Quick Links