Supporting DHOH Students

Faculty/Staff Supporting Deaf and Hard of Hearing Students

Resources for Support

What is interpreting?

Interpreters facilitate communication between signed and spoken languages. Interpreters sign everything that is spoken and voice everything that is signed. They also abide by a strict Code of Professional Conduct. They are to transmit the message by maintaining the original intent and meaning of the speaker to the receiver. Interpreters are to remain neutral and do not share personal opinions or advice. Furthermore, interpreters are obligated to respect confidentiality.

What is real time captioning?

Real-time captioning converts spoken language into written captions as communication occurs. Spoken information is displayed as text on a computer, tablet, or other device. This technology provides students who are Deaf or hard of hearing with access to lectures, classroom discussions, and other academic activities, supporting accessible communication and meaningful participation in the learning environment.

What’s the difference between real time captioning and multimedia captioning?

Real time captioning is performed at the same time a speaker is communicating. Multimedia captioning is applied to videos, podcasts and other forms of recorded media that use spoken language.

Students who have difficulty following spoken communication in lectures, classroom discussions, etc. may be approved for real time captioning. Students who have difficulty following spoken communication in videos, podcasts, etc. may be approved for multimedia captioning.

How can I best work with sign language interpreters?

Please view Working With Sign Language Interpreters (further down on this page) for best practices on communicating in the classroom while interpreters are working.

How can I best work with real time captioners?

Please view Working With Real Time Captioners (further down on this page) for best practices on communicating in the classroom while captioners are working.

Can I request interpreting/real time captioning for events outside the classroom?

Yes. Interpreting and/or real time captioning for one-time events outside the classroom can be requested using DRPC’s custom request form. Events with a confirmed student attendee who is already approved for this accommodation will generally not be charged back to SFSU department or office; however, events for visitors, general audience, faculty or staff will usually be charged back. Please contact dhoh@sfsu.edu by email for more information.

Working with Sign Language Interpreters

Before the class starts, it is helpful to meet with the interpreter(s) to explain what will be covered. Provide the interpreter(s) with a copy of the course syllabus and/or other print materials for review and to follow as the class progresses.
Provide a location for the interpreter. The deaf student needs to have a line of sight to view the professor or lecturer, overhead or Power Point presentations, and the interpreter.
Speak directly to the deaf student, not the interpreter. For example, say "Do you have your homework?" rather than "Does he/she have his/her homework?"
Direct eye contact. While direct contact is valued particularly in one-to-one interactions, direct eye contact on the part of the deaf individual is not always possible, as the deaf individual will need to watch the interpreter, as he/she signs.
Try to face the class when you speak. Some deaf students prefer to follow a lecture through lip reading and use the interpreter as a backup when they cannot understand.
Repeat other students' questions. This will allow the interpreter to make sure he/she does not miss the questions especially if they are asked in the back.
Speak clearly, in a normal tone and at a normal pace. If there is a problem with keeping up, the interpreter or the deaf student may ask the speaker to slow down or repeat a word or sentence for clarification.
Ensure deaf students' participation. Remember that the interpreter is a few words behind the speaker. Therefore, allow time for the deaf student to obtain all the information and ask questions.
When there are audio-visual presentations, allow the deaf student time. In order to follow along with the presentation, the student will need time to watch the instructor, as well as to look at what is being displayed visually. If possible, provide "advance copies" of the visual presentation to the deaf student prior to the presentation.
Give the deaf student sufficient time to read any written materials before you speak. Deaf students receive their information visually. If you speak while they are reading, they will not be able to watch the interpreter and read simultaneously.
Use overheads or handouts. This is especially important when you will be reading extensive passages aloud. Rather than having to watch the interpreter, the student can read the passages in print. If you cannot provide written materials or cite a page number in the students' text, remember to speak at a normal pace. Most people speed up when they read written materials aloud.
Permit only one person to speak at a time during group discussions. It is difficult for an interpreter to follow several people speaking at once. Ask for a brief pause between speakers to permit the interpreter to finish before the next speaker starts. It can be helpful to ask people to raise their hands and wait to speak after they have been recognized. This allows the deaf student to see who is commenting.
Provide good lighting for the interpreter. If the interpreting situation requires darkening the room to view slides, videotapes, films or overheads, auxiliary lighting is necessary so that the deaf person can see the interpreter. If a small lamp or spotlight cannot be obtained, check to see if room lights can be dimmed or a door or window shade can be opened to provide enough light to see the interpreter.
Interpreters work in teams. The interpreting process requires continual short-term memory usage and conceptual processing. To maintain a high level of interpreting, teams relieve one another. Both are working throughout the class session. The "off" interpreter provides support and feedback to their team.

For additional information or further assistance, please contact:

Disability Programs and Resource Center (DPRC)
Phone: (415) 338-7175
Email: dhoh@sfsu.edu
Fax: (415) 338-1041

Partially based on an original document courtesy of the San Francisco Mayor's Office on Disability

Working With Real Time Captioners

Before the class starts, it is helpful to meet with the captioner[s] to explain what will be covered. Provide the captioner[s] with a copy of the course syllabus and/or other print materials for review and to follow as the class progresses.
When setting up at the beginning of the class, the captioner[s] and the individual using the service will work with you to figure out the best positioning for each, to ensure effective and comfortable communication.
Speak directly to the deaf or hard-of-hearing student, not the captioner. For example, say "Do you have anything you would like to add?" rather than "Does he/she have anything to add?"
Direct eye contact. While direct contact is valued particularly in one-to-one interactions, direct eye contact on the part of the deaf or hard of hearing individual is not always possible, as the deaf or hard-of-hearing individual will need to watch the captioning screen.
Try to face the class when you speak. Some deaf and hard of hearing students prefer to follow a lecture through lipreading and use captioning as a backup when they cannot understand.
Speak clearly, in a normal tone and at a normal pace. If there is a problem with keeping up, the captioner or the deaf or hard of hearing student may ask the speaker to slow down or repeat a word or sentence for clarification.
Ensure the deaf or hard of hearing student's participation. Remember that the captioner is a few words behind the speaker. Therefore allow time for the deaf or hard of hearing student to obtain all the information and ask questions.
When there are audio-visual presentations, allow the deaf or hard of hearing student using captioning the time to both follow along with the presentation, as well as to look at what is being displayed visually. If possible, provide "advance copies" of the visual presentation to the deaf or hard of hearing student prior to the presentation.
Use overheads or handouts. This is especially important when you will be reading extensive passages aloud. Rather than having to watch the captioning screen, the student can read the passages in print. If you cannot provide written materials or cite a page number in the students' text, remember to speak at a normal pace. Most people speed up when they read written materials aloud.
Give the deaf or hard of hearing student sufficient time to read any written materials before you speak. Deaf and hard of hearing students receive their information visually. If you speak while they are reading, they will not be able to watch the captioning screen and read simultaneously.
Permit only one person to speak at a time during group discussions. It is difficult for a captioner to follow several people speaking at once. Ask for a brief pause between speakers to permit the captioner to finish before the next speaker starts. It can be helpful to ask people to raise their hands and wait to speak after they have been recognized. This allows the deaf or hard of hearing student to see who is commenting.