Student, Interpreters & Teachers
Roles and Responsibilities in the Mainstream Setting
Prepared by the Kentucky School for the Deaf
students in the Boyle County and Danville School Systems
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1.
|
Student |
Be
on time. |
| Interpreter |
Be
on time. |
| Teacher |
Use
your school’s procedures and report student if tardy or absent
to administration. |
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2.
|
Student |
Talk
to the teacher in order to get a good seat and move if you cannot
see (especially during video presentations). Inform the interpreter
if you cannot see clearly. |
| Interpreter |
Sit
so that the student can see you; light should not shine in the
student’s eyes; wear clothing that is not distracting; appropriate
nail length and neutral nail color are required. |
| Teacher |
Assist
student and interpreter in finding the best place for everyone
involved. Recognize that seating and appropriate placement of interpreter
is critical for deaf student. |
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3.
|
Student |
Know
that the teacher is responsible to provide instruction, give assignments,
explain lessons, answer questions and be in charge. The interpreter
is not responsible for telling you what you missed or did not understand
in a lesson. |
| Interpreter |
Repeat
instructions only when needed; not routinely. Refer student’s
questions about the lesson to the teacher. |
| Teacher |
Be
responsible for all deaf/hard-of-hearing students in class, addressing
their needs and questions. Speak directly to the student when asking
questions (don’t say “Tell him/her…”). Use
blackboard or printed data for information the student is expected
to learn or recall |
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4.
|
Student |
Read
and complete all class assignments. Ask teacher for more explanation
if you have questions. Do not depend on the interpreter or notetaker
to answer your questions or give you information about classwork
or assignments. |
| Interpreter |
Familiarize
yourself with class content. Request textbook(s), handouts, and
(when possible) a preview of videotapes. |
| Teacher |
Unless
otherwise arranged, expect the same work from all students and
answer questions directly to the student (don’t say “Tell
him/her…”). Do not expect the interpreter to tutor or
assume instructional (or “aide”) responsibilities. When
possible, give the interpreter textbook pages, handout(s) and/or
time to preview videos prior to their use in the classroom. |
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5.
|
Student |
If
using a notetaker and interpreter, you still need to be responsible
for material presented. Do not distract the interpreter or talk
about other subjects. |
| Interpreter |
Interpret
instructions as presented; avoid talking about other topics; encourage
student to participate in discussion/conversations with peers. |
| Teacher |
Make
sure student is responsible for content material, encourage participation,
and identify notetaker in class. Interpreter will break eye contact
with student if student is trying to converse about something other
that classwork. |
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6.
|
Student |
Be
aware of all assignments, scheduled tests and projects assigned
for the class. |
| Interpreter |
Encourage
students to assume responsibility for assignments, without depending
on you for this information. |
| Teacher |
Make
sure you write required projects, assignments, test and/or other
similar items on the board so the students can also have a visual
reminder. |
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7.
|
Student |
Know
that learning the material assigned is your responsibility. |
| Interpreter |
Do
not do the work for the students. Help students realize that the
learning process is theirs, not yours. |
| Teacher |
Make
sure work turned in is the student’s work. Conference with
student if you fell otherwise. Support all efforts the student
makes. |
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8.
|
Student |
Know
that the interpreter is your link to the teacher, classmates, and
to the material presented in the class. Therefore, you should watch
the interpreter during class lectures and discussions. |
| Interpreter |
Sign
questions and answers asked by the teacher, students, and/or visitors.
Sign what is being said and voice what is being signed. |
| Teacher |
Remind
student that he/she needs to participate, work with the interpreter,
and be a part of the class. |
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9.
|
Student |
If
you have a question about the lesson, homework or classwork, as
the teacher. Don’t ask the interpreter. |
| Interpreter |
Voice
questions, and comments by the student if the teacher has a problem
understanding either their signs or speech. |
| Teacher |
Encourage
participation. |
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10.
|
Student |
You
are expected to follow the class and school rules for students. |
| Interpreter |
The
interpreter is not responsible for monitoring student behaviors. |
| Teacher |
Do
not expect the interpreter to discipline students for you. Follow
your school’s normal discipline plan. |
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11.
|
Student |
Know
that the interpreter is to stay in the room with the deaf student
the entire class time. |
| Interpreter |
Plan
to stay for the entire class period. Fire alarm, public address
announcement or other emergencies may occur. |
| Teacher |
The
interpreter remains in the room with the deaf student regardless
of the type of lesson presented. The interpreter does not “watch
the class” while the teacher leaves the room. |
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12.
|
Student |
Use
free time to study or (if permitted) talk with peers using the
interpreter if needed. |
| Interpreter |
Do
not carry on needless conversation with the student or teacher. |
| Teacher |
Encourage
student to socialize with classmates when appropriate. |
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13.
|
Student |
Understand
that the interpreter will be signing what the teacher says… the
interpreter will be a sentence or two behind the teacher because
he/she must listen first, understand the concept, and then sign
it. |
| Interpreter |
Do
your best to keep “lag-time” to a minimum. |
| Teacher |
Understand
the speed of your speech is not as important as the clarity of
what you say. The interpreter will be just a sentence or so behind
you…therefore, allow “wait-time” for the interpreter
to complete the concept before asking for a class response. This
will allow greater opportunity for deaf student’s participation. |
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14.
|
Student |
Inform
the interpreter at least two days in advance (if at all possible)
if you need an interpreter for an extracurricular activity before
or after school. (Examples: tutoring, field trips…) |
| Interpreter |
You
have the right to refuse an extracurricular assignment. |
| Teacher |
Encourage
the student to request an interpreter as needed. |
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