• The primary role of the sign language interpreter is to facilitate communication between the Deaf/Hard of Hearing (D/HH) student and faculty members, staff, or peers.
• Depending on the duration and content of the class or event, there may be at least two interpreters assigned. 
• Please refrain from involving the interpreters in course activities as participants. During lectures or presentations, the student will primarily focus on watching the interpreter to access the shared information. 
•  The interpreter will speak in first-person while interpreting the student's comments into English. For example, when the interpreter says "I have a question," it means the student has a question, not the interpreter. 
• When distributing handouts, remember to include the interpreter(s) and provide them with access to any class materials beforehand so they can adequately prepare. 
• Collaborate with the interpreter: Maintain open communication and collaboration with the interpreter to ensure a smooth and inclusive classroom experience for the D/HH student. Discuss any specific needs or preferences to optimize the interpreting process. 
• Remember, creating an inclusive learning environment requires teamwork and understanding. By effectively utilizing a sign language interpreter, you can enhance communication accessibility for D/HH students and promote their academic success. 

• Communicate directly with the Deaf and Hard of Hearing (D/HH) student. 
• Avoid using third-person language when interacting with the student. For example, instead of saying "Tell him/her/them..." directly address the student. 
• Speak at a normal speed and tone without over-enunciating words or speaking more loudly. 
• When reading out loud in class, be mindful of the pace as there is a tendency to talk faster while reading. 
• Minimize background noise as much as possible, as it can interfere with the student's ability to hear or lip-read. Choose quiet locations for discussions or utilize accommodations like FM systems or captioned videos. 
• Remember, effective communication is a two-way process that requires patience, clarity, and understanding. By implementing these tips, you can promote better communication and create an inclusive learning environment for D/HH students. 

• The sign language interpreters generally set up in front of the classroom to ensure optimal auditory and visual access to the class material. 
• Pay attention to the lighting in the room to avoid disruptions to access. Ensure that the interpreter and students can clearly see each other without any visual obstructions or glare. 
• Minimize instances where you talk with your back to the students, especially while lecturing or writing on whiteboards. This helps maintain clarity and auditory access to information for all participants/students. 
• Maintain open communication with the interpreter and the D/HH student to address any specific room setup or accessibility needs. Check if any adjustments or accommodations are required to ensure optimal communication. 

• State Center Community College District (SCCCD) and Madera Community College are committed to implementing the requirements of  Section 504 and 508 Standards which require electronic and information technology purchased or used must be accessible for use with persons with disabilities.  
• The district and college rely on all administrators, faculty, and staff to provide equal access to all programs and activities for individuals with disabilities.  If you or your department have videos that are not captioned, the following options are available.

 
For videos that you have created:  

• TechConnect Cloud (3C Media Solutions) is the CCC educational repository and distribution source for video content, streaming, and event coverage.
• 3C Media Solutions
• Canvas - Rich Content Editor

For additional information on Captioning or Computer Assisted Real-time Translation (CART) accomodations, please contact the DSPS office at (559) 675-4864