For Instructors

What DHHS Needs From You

Syllabus

Please email Stacy Chapman or send a hard copy of your syllabus & calendar to DHHS.

Ensure your media is captioned.

What we do for you before the quarter begins:

We will email you to inform you of which support services the student(s) will receive in your class:

ASL Interpreters
Captioners: In Class or Remote Real-time
FM System

Chair Signs

Designated chairs and/or tables will be in your classrooms prior to the quarter. These chairs are reserved for the interpreters/captioners for the duration of the quarter.

Captioners for your Class

CART is used to convert speech to text. This system is also referred to as captioning. It is accomplished through the use of a stenotype machine, computer, or other software to capture the spoken words which are then displayed on a screen as text.

What to expect in your classroom:

Students use an iPad for remote captioning.
Students connect with a captioner and receive captions in real time.
Captioners will either be in the classroom or do captioning from another location.
Instructors may be asked to wear a lapel mic.

Here are a few tips:

Speak loud and clear and at a reasonable pace.
We ask that a break be included for classes over 1.5 hours.
When possible, repeat questions from all students before answering.

Interpreters for your Class

American Sign Language Interpreters make communication possible by facilitating communication by interpreting between American Sign Language (ASL) and spoken English.

Zoom & ASL Interpreter

Ensure you pin the ASL interpreters during class. This puts the interpreters up on top of the gallery, and makes it easier for your student to see the interpreters.

Here are a few tips:

Speak directly to the student, and not to the interpreter. Do not third person statements such as “ask her” or “tell him.”
Speak at natural, reasonable pace. Too slow is as difficult to interpret as too fast of a pace.
Students cannot watch the interpreter and look at a PowerPoint at the same time. After introducing a PowerPoint, allow time for the student to get the information from the interpreter and time to focus on the screen.
Media shown in class should be captioned for accessibility. Check your videos/ Youtube. Make sure they are accurately captioned and that the equipment in your classroom is set to show captions.
If you have a question regarding academics, please ask your student directly, or you may also reach out to their DSS Counselor.

FM System in your Class

FM systems transmit the your voice directly to the student. You, the instructor, are given a microphone by your student , which picks up your voice and transmits it to a receiver that is connected to the student’s hearing aid, headphones or cochlear implant.

Your student will check out an FM System from DHHS and bring it to class.

ADA & Captioned Media

Ensure your media is captioned.

The Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and other laws, require the provision of accommodations, such as captioning, to ensure equal access, an equal opportunity to participate, and effective communication with people who are deaf or hard of hearing.

Zoom Lecture Video Captioning

In your account settings, turn on automatic transcription for cloud recording.

Watch this video from Zoom on how to turn this setting on.

Zoom provides automatic speech-to-text transcription for your cloud recordings. Transcription makes it easy for your recording viewers to quickly locate and review relevant content. Viewers can scan and search the transcription and jump to parts.

Canvas Embedded Media

There are may ways to ensure the media you incorporate on to Canvas is captioned.

Current captioned media relevant to your class can be found on the DeAnza Library Video Database.
Find accurately captioned YouTube videos.
Email DHHS to request media captioning if you have a DHHS student enrolled in your course.

Working with Students who are Deaf or Hard of Hearing & Their Providers

Interpreters/Captioners are trained professionals bound by a code of ethics. Interpreters/Captioners have no knowledge of the student’s classroom performance or the etiology of their deafness. In addition to the suggested accommodations listed, the following suggestions are helpful for working with an interpreter/captioner. If you have any questions about their academic success, please contact their counselor in DSS.

Instructional Tips

Speak directly to the student who is deaf. Avoid saying “Tell them”…”
The interpreter will sign/caption whatever you say and voice whatever the student signs. The captioner will take down the conversation between you and the student for them to read on the screen. The interpreter/captioner are not permitted to voice their own personal opinions, participate in class, or enter the conversation.
Speak at your normal pace. The interpreter/captioner may ask you to slow down or to repeat if the delivery is too fast.
Allow the interpreter/captioner to sit or stand near you or where the student feels it is appropriate. The student, interpreter/captioner and instructor should work out the best place for educational access, and academic success. Usually, the closer the interpreter is to the speaker, the easier it is for the student(s) to see the interpreter, the instructor and any visual aids.
Provide the interpreter/captioner with extra copies of materials being discussed in class. This allows the interpreter/captioner to study pertinent vocabulary and be prepared for the class.
Interpreters/captioners are paid professionals and skilled interpreters/captioners are in great demand. It is important to inform students of any schedule changes and to provide a copy of the course schedule as early as possible.
Initially, an interpreter’s/captioner’s presence may be distracting to the instructor and other students. However, the initial curiosity will subside and will be a comfortable situation for all.

Ensure that one person is speaking at a time. Point to the speaker or have speakers raise their hands. It may be necessary to repeat questions or comments by students, so the student can keep up with the discussion.

Classroom Tips

The use of visual aids (chalkboards, overhead projectors, diagrams, charts, etc.) greatly assists Deaf or Hard of Hearing students.
It is helpful to face the class as much as possible and speak clearly and audibly.

Group work: with more than one Deaf student, it is best for the students to stay together for interpreting reasons. For example, the interpreters support each other and may need to take a break (every 20 minutes approximately).

Students tend to sit close to the speaker for maximum intake of visual cues.
Please keep a minimum amount of lighting on when presenting audiovisual information, so you and/or the interpreter can be seen at all times.

Additional Tips

The Deaf/hard of hearing student have additional approved accommodations by their DSS counselor. This may include a Notetaker, so that the student can give full attention to watching the speaker or interpreter. DSS provides carbonless paper. The student will ask for the instructor’s assistance in locating a student notetaker. Notetaker’s are paid an hourly wage through the LCW 110 office.
All media shown in class must be accurately open or closed-captioned. Automated captions tend to be inaccurate If you need assistance or have questions about captioning media please contact: DHHS.