American Sign Language (ASL) FAQs for Instructors
Do I need to do anything differently when an ASL Interpreter is present for an in-person class?
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When using an interpreter to speak with a person who is D/deaf or hard of hearing, remember to speak directly to the person, not to the interpreter. The interpreter is not part of the conversation and is not permitted to voice personal opinions or enter into the conversation.
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Face the person who is D/deaf or hard of hearing and speak to them in a normal manner. Do not make comments to the interpreter that you do not intend to have interpreted to the D/deaf or hard-of-hearing person, even if the person’s back is turned.
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Remember that the interpreter is a few words behind the speaker. Please give the interpreter time to finish before you ask questions so that the D/deaf or hard-of-hearing person may also ask questions or join in the discussion.
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Whenever possible, please permit only one person to speak at a time during group discussions, as it is very difficult for an interpreter when several people are speaking at once. It may be beneficial to ask the class to allow a brief pause between speakers to permit the interpreter to finish the previous statement before the next speaker begins.
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In classes in which there is a great deal of classroom participation, it is helpful if the students in the class raise their hands and wait to be called upon before speaking. This allows the interpreter and the D/deaf or hard-of-hearing student time to identify who is speaking before proceeding with the interpreted statement.
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Speak clearly and in a normal tone when using an interpreter. Do not rush through a lecture. If the interpreter does not understand or did not hear what was said, they may ask the speaker to slow down or restate the information given.
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Allow time to study handouts, charts, or overheads. A person who is D/deaf or hard of hearing cannot watch the interpreter and study written information at the same time. If at all possible, please provide the student with these materials in advance so they may be reviewed ahead of time.
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Be sure that the interpreter is within a clear line of sight and has good lighting. If the room situation requires darkening the room to view slides, videotapes, or films, auxiliary lighting may be necessary so that the D/deaf or hard-of-hearing person can see the interpreter.
Where will the interpreter stand?
The interpreter will generally stand near the speaker so the student can pick up on facial expressions and body language from the speaker.
ASL FAQs for Instructors-AIM
How do I access accommodation information in AIM?
Accessing Accommodation Information in AIM
1. Faculty and Instructors must go to the AIM Instructor log-in page (link is external)and log in with your Berkeley CalNet ID and Passphrase.
2. After an Instructor reads and agrees to the FERPA agreement, click "Continue to View Student Accommodations" to advance to the next "Overview" page.
3. From the "Overview"page, an instructor can see a list of all DSP students, the main accommodations they requested, and whether or not an instructor has read the LOA (Letter of Accommodation).
4. Instructors can click "View" next to a specific student’s name to see the LOA (Letter of Accommodation).
5. At the bottom of the "Overview" page is a section that will show, if enabled, a list of students who are registered with DSP but have not requested accommodation for that course.
6, Search Students' Eligibilities: On the top right is a link to "Search Students' Eligibilities." Selecting that option will allow instructors to see a list of student names and email addresses that can be exported.
7. Selecting "Click to Expand Advanced Search Panel" displays a list of student eligibilities that Instructors can use to search. (Some examples are given below).
8. Export Students' Eligibilities
8a. Export Student List >> Export a list of all student eligibilities. The eligibility is based on whether a student is eligible for a particular accommodation.
8b. Export Student Accommodation Requests. Exports a list of all the accommodations requested by students.
8c. Export Student Courses with Eligibility. Combines the two reports for the student’s eligibility and requested accommodations.
9. Add Proxies (Add Instructor)
9a. On the top furthest right-hand corner of the page is a link to "Add Instructor." Selecting that option will allow instructors to add/assign proxies to their selected course(s).
10. From the "Add Instructor"page, faculty can select a course and enter the appropriate contact information of the instructor they would like to assign proxy privileges.
11. Once complete, select the "Add Instructor" button at the bottom of the page, and that instructor will be sent an email to confirm their access as an Instructor or Proxy for the course to which they were assigned.
12. Once they click on the link provided in the email and CalNet authenticate, their name, course information, and status will appear in the "List of Requests for Adding Instructors," similar to the example shown below, once processing is complete.
What is AIM?
AIM, the Accessible Information Management System, is a web-based database system that provides a means for DSP to communicate and interact with faculty, staff, and disabled students in one robust platform. It’s also fully integrated with Berkeley Student Information System (SIS/Cal Central) making coordination of services for students easier.
For further information, please visit DSP's Accessible Information Management Sytem (AIM) page.
ASL FAQs for Instructors-Remote Instruction
Can a student with an ASL Interpreting accommodation participate in Zoom group work/breakout rooms?
Yes, the student is able to participate in group work. When a class is held in-person, an ASL Interpreter is present and often sits with the group in order to hear the speakers clearly. Remote classes are handled in a similar fashion in that the interpreter will be present in the same breakout room/group component as the student.
We encourage students to discuss their accommodations with their professors, and they may reach out to you with what works best for them in your particular class.
How will I know if an ASL Interpreter is present in my Zoom meeting?
The ASL Interpreter will be named “Interpreter” in your Zoom participant list.
What are the ASL Interpreting Best Practices for courses presented via Zoom?
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Zoom lectures need to end at the scheduled end time, as both the students and the interpreters may have other obligations immediately following your class.
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Speak clearly, in a normal tone, and at a moderate rate. Do not rush through a lecture. If the interpreter does not understand or hear what was said, the interpreter may communicate with the instructor through the Zoom chat window. Please monitor your chat window for questions or requests from the interpreter.
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Be mindful of ambient noises. Shuffling papers, typing, or using a stylus will override the spoken word. Speak facing your device's microphone. When speakers turn away from the microphone or their head is down, the audio is muffled or inaudible, possibly resulting in missing crucial information.
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To ensure your audio is coming through clearly during your lecture, please check the chat frequently or ask if participants can hear you throughout your lecture.
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The interpreter can only interpret one speaker at a time. If there is more than one speaker present, they should not speak simultaneously. When multiple participants are speaking at one time, the audio does not stream through clearly. Please ask participants to mute their microphone until they need to speak.
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If the speaker plans to read material in the class, it is beneficial for the student and interpreter to have access to the material prior to the beginning of the class so they can follow along with what is being read.
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When reading a text in class, please make sure to cite the page number and paragraph that you are reading from so the student can follow along. Posting this information in the chat window also helps your students locate the material.
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The interpreter cannot sign and speak and/or type in the chat window at the same time. Please avoid asking non-essential questions of the interpreter during class time.
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If there are guest speakers or student presenters, please apprise them of DSP ASL Interpreting protocols.
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Whenever possible, please provide the ASL Interpreter with PowerPoints, handouts, charts, and other class materials in advance so they may be reviewed ahead of time. The best way to share preparation materials is by posting them to your bCourses site or by emailing the files to dsp-captioning@berkeley.edu
How do I assign an ASL Interpreter to a Zoom breakout room?
When assigning an ASL Interpreter to the student during breakout sessions, please look for the Interpreter as a participant (Interpreter). Please ensure the Interpreter is in the same breakout room as the student receiving the accommodation.