Overview
At UC Berkeley, we prioritize inclusive communication practices to ensure that all students, regardless of their hearing abilities, have equal access to education. When interacting with individuals who are D/deaf or hard of hearing and utilizing an interpreter, it's essential to follow certain guidelines to facilitate effective communication.
Clear Communication
- When a student uses an interpreter, remember to speak directly to the student who is D/deaf or hard of hearing, not to the interpreter. The interpreter facilitates communication but is not part of the conversation. Avoid addressing personal remarks or questions to the interpreter that are intended for the D/deaf or hard-of-hearing individual.
- Speak clearly and in a normal tone when using an interpreter. Avoid rushing through lectures or providing information too quickly. If the interpreter requests clarification or repetition, accommodate their needs to ensure accurate communication.
Face-to-Face Interaction
Face the student who is D/deaf or hard of hearing and speak to them in a normal manner. Maintain eye contact and speak clearly at a comfortable pace. Avoid turning away or making comments to the interpreter when the student's back is turned, as this disrupts the flow of communication.
Optimal Conditions
Ensure that the interpreter has a clear line of sight and adequate lighting. If the room requires dimming lights for presentations, consider auxiliary lighting to ensure visibility for the D/deaf or hard-of-hearing individual. Creating optimal conditions enhances the overall communication experience for everyone involved.
Timing and Communication
Recognize that interpreters may lag a few words behind the speaker. Allow the interpreter time to finish before asking questions or continuing the conversation. This ensures that the D/deaf or hard-of-hearing student has the opportunity to participate fully and ask questions as needed.
Group Discussions
During group discussions, encourage participants to take turns speaking and refrain from talking simultaneously. Multiple voices can be challenging for interpreters to follow. Consider implementing a system where individuals raise their hands and wait to be called upon, allowing the interpreter and the D/deaf or hard-of-hearing student to identify speakers before interpreting.
Accessible Materials
Provide written materials such as handouts, charts, or slides in advance whenever possible. This allows individuals who are D/deaf or hard of hearing to review the materials beforehand and follow along more effectively during presentations or lectures.
By following these guidelines, we can create an inclusive environment where individuals who are D/deaf or hard of hearing can fully engage in academic pursuits and contribute to our university community. We appreciate your cooperation in promoting effective communication practices for all students.