Handbook For Students Handbook For Students Who are Deaf or Hard of Who are Deaf or Hard of HearingHearing

The University of Texas at The University of Texas at Brownsville and Texas Brownsville and Texas

Southmost CollegeSouthmost College

The Office of Disability Services welcomes you to The Office of Disability Services welcomes you to UTB/TSC. This handbook was created in an effort UTB/TSC. This handbook was created in an effort to answer any questions that you have about to answer any questions that you have about utilizing interpreting services. utilizing interpreting services.

Part of the mission of our office is to ensure that Part of the mission of our office is to ensure that students with disabilities have equal access to all students with disabilities have equal access to all university programs and activities. Interpreter university programs and activities. Interpreter services are provided to give students who are services are provided to give students who are Deaf or Hard of Hearing the same opportunity to Deaf or Hard of Hearing the same opportunity to realize their academic potential.realize their academic potential.

Requesting ServicesRequesting Services

An Interpreter will be assigned to each of An Interpreter will be assigned to each of your classes after you have registered and your classes after you have registered and notified the counselor or the interpreter notified the counselor or the interpreter coordinator. We will provide interpreters coordinator. We will provide interpreters for all academic settings directly related to for all academic settings directly related to a class.a class.

Interpreter Availability Interpreter Availability ScheduleSchedule

MM TT WW ThTh FF

JulieJulie 3:00- 3:00- 5:005:00

8:00- 8:00- 9:009:00

10:00- 10:00- 3:003:00

8:00-8:00-9:009:00

RoseRose 8:00- 8:00- 9:009:00

10:0010:00- 3:00- 3:00

8:00- 8:00- 9:009:00

3:00- 3:00- 5:005:00

8:00- 8:00- 9:009:00

PatriciPatriciaa

10:00 10:00 – 3:00– 3:00

3:00- 3:00- 5:005:00

3:00- 3:00- 5:005:00

10:00- 10:00- 3:003:00

Interpreter Request Interpreter Request FormForm

To request an interpreter, you need to complete the To request an interpreter, you need to complete the Interpreter Request Form as soon as possible or Interpreter Request Form as soon as possible or at least 48 hours prior to the event.at least 48 hours prior to the event.

Requesting Services Via Requesting Services Via Videophone/Relay TXVideophone/Relay TX

• If necessary, all information regarding the If necessary, all information regarding the request may be left on voice mail through VRS request may be left on voice mail through VRS or Relay TX. Please be sure to leave:or Relay TX. Please be sure to leave:

•Name, date, and time you called Name, date, and time you called •Exact location and date of eventExact location and date of event•Beginning and ending time of event Beginning and ending time of event •Name of contact person and phone number Name of contact person and phone number

where they can be reached.where they can be reached.

Disability Services Staff will contact you at least 24 hours Disability Services Staff will contact you at least 24 hours prior to the scheduled event to confirm your request.prior to the scheduled event to confirm your request.

Requesting Services OnlineRequesting Services Online

Visit our website and simply:Visit our website and simply:

www.ability.edu/iserv/www.ability.edu/iserv/

1.1. Click on “Requesting Services” Click on “Requesting Services” 2.2. Scroll Down and fill out required fields for Scroll Down and fill out required fields for

the Interpreter Request Formthe Interpreter Request Form3.3. Click on the Submit button Click on the Submit button 4.4. Interpreting Services will contact you to Interpreting Services will contact you to

confirm at least 24 hours prior to the confirm at least 24 hours prior to the scheduled event.scheduled event.

Interpreting ServicesInterpreting Services

Interpreters follow a Code of Professional Conduct Interpreters follow a Code of Professional Conduct to protect the integrity of the profession, to protect the integrity of the profession,

themselves and consumers. Let’s discuss some themselves and consumers. Let’s discuss some of the most pertinent guidelines. of the most pertinent guidelines.

Code of Professional ConductCode of Professional Conduct1.1. Interpreters adhere to standards of confidential communication.Interpreters adhere to standards of confidential communication.2.2. Interpreters posses the professional skills and knowledge required for the specific Interpreters posses the professional skills and knowledge required for the specific

interpreting situation. interpreting situation. 3.3. Interpreters conduct themselves in a manner appropriate to the specific Interpreters conduct themselves in a manner appropriate to the specific

interpreting situation.interpreting situation.4.4. Interpreters demonstrate respect for consumers.Interpreters demonstrate respect for consumers.5.5. Interpreters demonstrate respect for colleagues, interns, Interpreters demonstrate respect for colleagues, interns,

and students of the profession.and students of the profession.6.6. Interpreters maintain ethical business practices.Interpreters maintain ethical business practices.7.7. Interpreters engage in professional development.Interpreters engage in professional development.

ConfidentialityConfidentiality

Interpreters hold a position Interpreters hold a position of trust in their role as of trust in their role as facilitators of communication.facilitators of communication.

Interpreters realize confidentialityInterpreters realize confidentialityis highly valued and essential to is highly valued and essential to protecting all involved.protecting all involved.

If facilitation of communication If facilitation of communication was not required the interpreter was not required the interpreter would not be present. would not be present.

What is confidential?What is confidential?

** Information is Information is confidential confidential

when an interpreter when an interpreter has has

become privy to become privy to information because of information because of

his/her presence as his/her presence as a a professional. professional.

Disclosure of Confidential Disclosure of Confidential InformationInformation

• Interpreters sometimes need to share "confidential" Interpreters sometimes need to share "confidential" information about students with the Director of information about students with the Director of

Disability Services or his designee. Disability Services or his designee.

** For example, it is important For example, it is important

to notify the office of class to notify the office of class

cancellations, room and schedule cancellations, room and schedule

changes, consecutive absences, or changes, consecutive absences, or other matters that might affect other matters that might affect

interpreting services. interpreting services.

Respect for ConsumersRespect for Consumers

Interpreters render the message faithfully by:Interpreters render the message faithfully by:

1.1. always conveying the content,always conveying the content,

2.2. reflecting the spirit of the speaker,reflecting the spirit of the speaker,

3.3. and using language most readily and using language most readily understood by the person(s) whom they understood by the person(s) whom they serve.serve.

Content & SpiritContent & Spirit

ContentContent: Before accepting an assignment an interpreter takes : Before accepting an assignment an interpreter takes into consideration whether the subject matter is objectionable to into consideration whether the subject matter is objectionable to them. If faced with an uncomfortable situation, the interpreter them. If faced with an uncomfortable situation, the interpreter can either continue interpreting and try not to appear judgmental can either continue interpreting and try not to appear judgmental or ask to be replaced. Ethically, the interpreter cannot let his/her or ask to be replaced. Ethically, the interpreter cannot let his/her personal feelings become a deterrent to accurate interpretation. personal feelings become a deterrent to accurate interpretation.

Spirit of the SpeakerSpirit of the Speaker: The affect of the interpreter should vary : The affect of the interpreter should vary from classroom to classroom. Teaching styles and personality from classroom to classroom. Teaching styles and personality quirks transform the message as interpreters take on quirks transform the message as interpreters take on assignments. The delivery can range from bland to electrifying assignments. The delivery can range from bland to electrifying as we emulate the spirit of the speaker. Interpreters strive to as we emulate the spirit of the speaker. Interpreters strive to render the message with dynamic equivalence.render the message with dynamic equivalence.

Language Most Readily Language Most Readily UnderstoodUnderstood

Interpreters are expected to honor consumer requests or Interpreters are expected to honor consumer requests or

needs regarding needs regarding language preferenceslanguage preferences, and render the , and render the

message accordingly (interpreted or transliterated). message accordingly (interpreted or transliterated).

Do you prefer sign language with lipreadingDo you prefer sign language with lipreading?? When you speak in class, do you want the When you speak in class, do you want the

interpreter to voice for you or will you speak interpreter to voice for you or will you speak for yourselffor yourself??

Work at keeping the Work at keeping the communicationcommunication open between you open between you and and

your interpreter. If you discuss this at the beginning of your interpreter. If you discuss this at the beginning of

the semester, you may avoid misunderstandings. the semester, you may avoid misunderstandings.

Consumer RequestsConsumer Requests

Interpreters also show respect for consumers by Interpreters also show respect for consumers by honoring students requests in selection of honoring students requests in selection of interpreters whileinterpreters while recognizing the realities of:recognizing the realities of:

qualifications, qualifications, availability and, availability and, situation.situation.

Students may request that an interpreter be replaced Students may request that an interpreter be replaced for the following reasons:for the following reasons:

skill,skill, communication preference mismatchcommunication preference mismatch personal reasonspersonal reasons

Problems with Services Problems with Services and Conflict Resolution and Conflict Resolution

If a student has a concern with an interpreter, the If a student has a concern with an interpreter, the student should student should first give the interpreter an first give the interpreter an

opportunityopportunity to resolve the problem or to resolve the problem or improve the improve the situation. situation.

Open and direct communication between the Open and direct communication between the interpreter and the student helps resolve most interpreter and the student helps resolve most situations. Given the opportunity, most situations. Given the opportunity, most interpreters are willing to accommodate interpreters are willing to accommodate reasonable requests.reasonable requests.

If the problem persists, the student should go to: If the problem persists, the student should go to:

http://http://www.ability.utb.edu/problems_with_accommodations.htmlwww.ability.utb.edu/problems_with_accommodations.html

Here you can write to us about the problem and Here you can write to us about the problem and express any proposed solutions you may express any proposed solutions you may

have.have.

Professional DevelopmentProfessional Development

• Interpreters should strive to further their Interpreters should strive to further their knowledge and skills by:knowledge and skills by:

– interacting with professional colleagues, interacting with professional colleagues, – reading current literature in the field, reading current literature in the field, – attending workshops and, attending workshops and, – participating in professional meetings. participating in professional meetings.

• Highly specialized situations arise, especially in Highly specialized situations arise, especially in the educational setting, which require subject-the educational setting, which require subject-specific vocabulary. Interpreters have an specific vocabulary. Interpreters have an obligation to be prepared for class, which may obligation to be prepared for class, which may require outside study. require outside study.

Evaluation FormsEvaluation Forms

Toward the end of Toward the end of the semester, the semester, evaluation forms evaluation forms will be sent to you will be sent to you and faculty. and faculty.

Interpreters can Interpreters can request less formal request less formal and/or more and/or more frequent feedback frequent feedback from the student. from the student.

Appropriate Manner Appropriate Manner & Conduct & ConductCounsel or Advise?Counsel or Advise?

• Interpreters should not counsel or advise the student Interpreters should not counsel or advise the student

during or after the assignment. For example, dropping a during or after the assignment. For example, dropping a course is an important decision that may affect your course is an important decision that may affect your status as a student. status as a student.

• At times you may reach a critical yet, indecisive point At times you may reach a critical yet, indecisive point and look to the interpreter for guidance. Dropping a and look to the interpreter for guidance. Dropping a course is course is

a decision you should make after consulting with the a decision you should make after consulting with the course instructor and advisor. course instructor and advisor.

• However obvious or tempting it may be, interpreters are However obvious or tempting it may be, interpreters are

not qualified to counsel. not qualified to counsel.

Appropriate Manner Appropriate Manner & Conduct & ConductInterject Personal Opinions?Interject Personal Opinions?

• At times, while on assignment an interpreter may find At times, while on assignment an interpreter may find him/herself interpreting information with which he/she him/herself interpreting information with which he/she disagrees. It may pertain to a personal value or disagrees. It may pertain to a personal value or conviction. The significance of the interpreters’ conviction. The significance of the interpreters’ viewpoint may tempt him/her to express his/her own viewpoint may tempt him/her to express his/her own opinion. However, to insert their own opinion is opinion. However, to insert their own opinion is clearly a violation of the Code of Professional Conduct. clearly a violation of the Code of Professional Conduct.

• Interpreters may however, explain their role to faculty Interpreters may however, explain their role to faculty and students. In addition, sharing information with and students. In addition, sharing information with the student about how to access a note taker and/or the student about how to access a note taker and/or tutor is permissible. tutor is permissible.

• As cultural differences need to be considered when As cultural differences need to be considered when attempting to render a message faithfully, the attempting to render a message faithfully, the interpreter may interject cultural understanding. interpreter may interject cultural understanding.

Questions During Questions During Class TimeClass Time

** If you have a question during class If you have a question during class time, raise your time, raise your hand and ask the hand and ask the instructor to instructor to repeat or expand on repeat or expand on the information the information presented. presented. Please do not Please do not try to talk to the try to talk to the interpreter interpreter while they are while they are working. working. The interpreter cannot The interpreter cannot listen to listen to the instructor, interpret the instructor, interpret and and understand what you are understand what you are saying at the same time. saying at the same time.

** More importantly, the interpreter More importantly, the interpreter is not the instructor. An interpreter’s is not the instructor. An interpreter’s only function is to facilitate communication only function is to facilitate communication and cultural understanding between and cultural understanding between

individuals who would otherwise have individuals who would otherwise have difficulty communicating. difficulty communicating.

Respect for ConsumersRespect for Consumers Respect for Consumers also includes:Respect for Consumers also includes:

Hearing StudentsHearing Students FacultyFaculty Staff, and Staff, and VisitorsVisitors

Interpreters should conduct Interpreters should conduct

themselves in an unobtrusive themselves in an unobtrusive

manner and exercise care in manner and exercise care in

choice of attire. An explanation of choice of attire. An explanation of demeanordemeanor and and

appearanceappearance are highlighted in the Interpreter are highlighted in the Interpreter Handbook.Handbook.

DemeanorDemeanor

Demeanor: Demeanor: An interpreter should strive An interpreter should strive to maintain a professional attitude toward their to maintain a professional attitude toward their profession. This means that the interpreter should profession. This means that the interpreter should show pride in the profession by:show pride in the profession by:

being on time (preferably early) for all being on time (preferably early) for all assignments,assignments, being dependable and reliable in all phases of being dependable and reliable in all phases of their their profession and, profession and, have an attitude that enhances communication. have an attitude that enhances communication.

The presence of a disruptive interpreter who dictates the situation with his/her attitude does not add to successful communication between the parties

involved.

AppearanceAppearance

Appearance: Appearance: Interpreters should dress in a Interpreters should dress in a manner manner appropriate to their status as appropriate to their status as professionals in a professionals in a university environment. university environment. Attire should be clean, Attire should be clean, neat, and not distracting. neat, and not distracting.

It is suggested that the interpreter wear clothes It is suggested that the interpreter wear clothes that are comfortable, in solid colors that that are comfortable, in solid colors that

contrast with skin color. Fingernails should be contrast with skin color. Fingernails should be kept trimmed and any polish should be neutral in kept trimmed and any polish should be neutral in

color. color.

At times an interpreter may be called upon to At times an interpreter may be called upon to interpret for faculty or administration meetings, interpret for faculty or administration meetings,

public performances sponsored by the public performances sponsored by the university, university, or other formal occasions. In these or other formal occasions. In these situations situations formal “business attire” should be formal “business attire” should be worn.worn.

Team InterpretingTeam Interpreting

There are times when two interpreters might be There are times when two interpreters might be needed. The reason for this is twofold:needed. The reason for this is twofold:

To prevent injury or mental fatigue and To prevent injury or mental fatigue and maintain accuracy. Interpreters are at risk maintain accuracy. Interpreters are at risk for various wrist, arm and shoulder problems for various wrist, arm and shoulder problems if they interpret too long. Also, after 20-30 if they interpret too long. Also, after 20-30 minutes the number of mistakes an minutes the number of mistakes an interpreter makes begins to increase.interpreter makes begins to increase.

To provide support to the partner. When an To provide support to the partner. When an interpreter is not physically interpreting interpreter is not physically interpreting he/she is still attending to the class to he/she is still attending to the class to ensure information is not missed or ensure information is not missed or misunderstood.misunderstood.

Conflicts of InterestConflicts of InterestRelationships with a variety of people will Relationships with a variety of people will

inevitably develop, and positive professional inevitably develop, and positive professional relationships and networking within the relationships and networking within the profession are strongly encouraged.  profession are strongly encouraged. 

However certain personal relationships However certain personal relationships with students are unacceptable within the with students are unacceptable within the context of a working relationship. context of a working relationship. 

Examples of this include but are not limited Examples of this include but are not limited to interpreting for:to interpreting for:

** family members or family members or

** romantic interests. romantic interests.

Interpreters will not be placed in assignments that could Interpreters will not be placed in assignments that could threaten to compromise their threaten to compromise their

commitment to the Code commitment to the Code of Professional Conduct.  of Professional Conduct. 

AttendanceAttendanceArriving Late/No ShowsArriving Late/No Shows

If you will be arriving late for class you should call the Office of If you will be arriving late for class you should call the Office of Disability Services and leave a message. If you do not call, the Disability Services and leave a message. If you do not call, the Interpreter will return to the Office of Disability Services after Interpreter will return to the Office of Disability Services after an allotted time. The interpreter should wait for 15 minutes an allotted time. The interpreter should wait for 15 minutes for the first class hour and an additional fifteen minutes per for the first class hour and an additional fifteen minutes per hour thereafter.hour thereafter.

If you do not show-up within the specified times as shown in the If you do not show-up within the specified times as shown in the chart, your interpreter may be reassigned.chart, your interpreter may be reassigned.

Class = 1hrClass = 1hr Wait 15 min. after scheduled start Wait 15 min. after scheduled start time. time.

Class = 1.5 Class = 1.5 Wait 20 min. after scheduled start Wait 20 min. after scheduled start time.time.

Class = Class = 2hrs2hrs

Wait 30 min. after scheduled start Wait 30 min. after scheduled start time.time.

Class = 2.5Class = 2.5 Wait 40 min. after scheduled start Wait 40 min. after scheduled start time.time.

Class = Class = 3hrs3hrs

Wait 45 min. after scheduled start Wait 45 min. after scheduled start time.time.

AttendanceAttendance

Planned Absences:Planned Absences: If you have an appointment or If you have an appointment or meeting and will miss class, you should advise meeting and will miss class, you should advise Disability Services by email, phone, or leave a note Disability Services by email, phone, or leave a note in the office as soon as you know you will not be in the office as soon as you know you will not be attending class. When contacting to let the Office attending class. When contacting to let the Office of Disability Services know that you will be absent, of Disability Services know that you will be absent, please make sure to provide the following please make sure to provide the following information: information:

your name,your name, class name,class name, class time and, class time and, date of absence.date of absence.

AttendanceAttendance

Unexpected Absences Unexpected Absences

If you will be absent from class, you should let the Office of If you will be absent from class, you should let the Office of Disability Services know immediately. If you miss three (3) Disability Services know immediately. If you miss three (3)

consecutive classes during the semester without notifying the consecutive classes during the semester without notifying the Office, your interpreting services will be suspended. To Office, your interpreting services will be suspended. To

reinstate interpreting services in your class you must see the reinstate interpreting services in your class you must see the DisabilityDisability

Services Counselor. Services Counselor.

Interpreter No ShowInterpreter No Show

If a student is in a class in which the interpreter has not shown If a student is in a class in which the interpreter has not shown up, he/she should wait fifteen minutes, and then contact the up, he/she should wait fifteen minutes, and then contact the Office of Disability Services. A substitute will be sent if one is Office of Disability Services. A substitute will be sent if one is

available. All interpreter no-shows will be documented and available. All interpreter no-shows will be documented and appropriate follow-up will be taken. appropriate follow-up will be taken.

ReviewReview1. To request an interpreter a student needs to 1. To request an interpreter a student needs to complete an Interpreter Request Form.complete an Interpreter Request Form.

2. Any communication between a student and 2. Any communication between a student and interpreter is considered interpreter is considered

confidential.confidential.

3. If a student has a concern with an interpreter 3. If a student has a concern with an interpreter they should immediately file a report. they should immediately file a report.

4. Interpreters should not counsel or advise 4. Interpreters should not counsel or advise during during or after an assignment. or after an assignment.

5. Personal relationships with students are 5. Personal relationships with students are

unacceptable for interpreters.unacceptable for interpreters.

ReviewReview

6. If my class is 3hrs long, the interpreter waits 6. If my class is 3hrs long, the interpreter waits for for 30 min. before leaving. 30 min. before leaving.

7. If my class is 2hrs long and the interpreter is 7. If my class is 2hrs long and the interpreter is 15 15 min. late, the student needs to wait 15 min. late, the student needs to wait 15 more min. more min. before reporting to Disability before reporting to Disability Services.Services.

8. If a student has any questions regarding the 8. If a student has any questions regarding the class, class, he/she should ask the instructor for he/she should ask the instructor for information.information.

9. A student should keep open and direct 9. A student should keep open and direct communication between communication between

themselves and the themselves and the interpreter. interpreter.

10. Each student is ultimately responsible for 10. Each student is ultimately responsible for his/her his/her academic success and /or failure. academic success and /or failure.

Special ThanksSpecial Thanks

UTB/TSC Disability Services wishes to acknowledge UTB/TSC Disability Services wishes to acknowledge the contributions of several other institutions in the contributions of several other institutions in the creation of the Student Handbook. These the creation of the Student Handbook. These

include especially San Antonio College but also include especially San Antonio College but also Texas State Technical College and the ASD Texas State Technical College and the ASD Project at Utah State University. The RID Project at Utah State University. The RID

Standard Practice Papers were also used to help Standard Practice Papers were also used to help shape the section on the Code of Professional shape the section on the Code of Professional

Conduct.Conduct.

The Office of Disability Services The Office of Disability Services Contact InformationContact Information

welcomes any comments and welcomes any comments and Office of DisabilityOffice of Disability ServicesServices feedback from students. feedback from students. (956) 882-(956) 882-73747374

Constructive feedback will assist Constructive feedback will assist Interpreting Interpreting ServicesServices

our office in better meeting our office in better meeting (956) 882-7375(956) 882-7375

your Interpreter and educational your Interpreter and educational Assistive Technology Assistive Technology

LabLab needs while attending UTB/TSC. needs while attending UTB/TSC. (956) 882-7373(956) 882-7373