Accommodations in Postsecondary Educationl Programs
Answering Student Questions

 
  Answers

• Where do I go to get interpreters and other accommodations I will need to make my classes accessible?
  Institutions will vary, but most will have an office that specifically focuses on support services for students who are deaf and hard of hearing. This office may be named Disability Support Services, Disabled Student Services, Center for Disabled Student Accessibility, or other similar names. Disability services may also be provided through an office called Student Support Services. In any case, ask your advisor or the counseling/advising center on campus about these services. Better yet, check out the web page of your school.
  
     
  
  
• Do I need to meet with a staff person from the disability services (DS) office before I register or after I register?  Do I need to tell them anything about my academic courses?
  Definitely! If the disability or support services office has an Interpreter Coordinator, that person will need to know your schedule so that s/he can, of course, assign interpreters, captionists, or possibly notetakers to your courses. If there is no Interpreter Coordinator, that information will most likely be given to the Director of that office. They also need to know any important information about the course, such as where and when the class meets and if there are any changes, such as if the class has been moved to a new location. It is important to keep in touch with this staff member to let them know about any changes in each course. For example, if your professor informs the class that you will be meeting in the library next week, be sure to call or e-mail the DS office and let them know this. Then, you can be sure that your interpreter or captionist will know about the change and show up in the appropriate room. Although the interpreter/captionist may be aware of the change, it is best to let the DS office know as well, in case he or she forgets.
  
     
  
  
• Will the disability services office have speical rules I will have to follow?
  Most disability services (DS) offices implement policies - made up of rules and conditions regarding accommodations - for students to read and sign. The policy will explain what they expect of you as a student using their support services to make your classes accessible. Each institution’s policies may vary a bit, but - for instance - one of the policies will explain the issue of confidentiality. This means that what occurs in your class between you, the professor, and the other students will not be repeated by the interpreter or captionist in your classroom. Another policy may also explain important assumptions that the office has about you as a student. For example, if you fail to show up for classes more than three times in a row, the DS staff may assume that you have dropped the course, and they will no longer send an interpreter or captionist. Most institutions will impose reasonable conditions on a student who abuses the services they are receiving from the DS office. Again, each institution’s policies vary, so be sure to request a copy. In fact, you may be required to sign a policy statement, indicating that you understand what is expected of you and what you can expect from the DS office.
  
  According to Rawlinson and Kincaid, “an institution may impose ‘eligibility criteria’ if necessary to meet its obligation to provide effective accommodations.” Specifically, this can mean that your institution will require you to request accommodations, particularly interpreters and captionists, in a “reasonable” amount of time - such as, three weeks before classes begin - in order to meet your needs (p. 5). The office may also require you to verify your enrollment before classes start. You have the right to drop a class as any other student does, but - should you suddenly decide to drop a class but not inform the DS office - the institution must pay a heavy cost for having sent interpreters or captionists to your class.
  
     
  
  
• Does the disability services office need to know if I receive funding from Vocational Rehabilitation?
  The disability services (DS) office may need to know if you are a client of Vocational Rehabilitation (VR). Many times DS offices have agreements with VR regarding payment of services for students who are VR clients. They may ask you who your VR counselor is and how to contact him or her. However, the DS office may not discuss your progress in school with your VR counselor without your written permission.
  
  Your VR counselor may also ask you about anticipated costs for school and opportunities for financial aid. The campus financial aid officer may ask if you are receiving any financial support from VR as they work with you to put together a financial aid package for college.
  
     
  
  
• I turned in my schedule to the disability services office, but when I showed up late for class the other day, my interpreter wasn't there.  What happened?
  Again, this goes back to the policies established by the disability services (DS) office (see the previous question). Most policies for interpreters and captionists state that - should you arrive to an hour or fifty-minute long class more than fifteen minutes late - the interpreter will leave. You need to be sure you are aware of the late policy that your institution follows.
  
     
  
  
• Can I request an interpreter and a captionist?
  Providing both an interpreter and a captionist would be reasonable in only extraordinary circumstances. The ADA does not require that a student be given every accommodation that exists. It is, however, common practice for students who are deaf to have both a notetaker and an interpreter so that they can focus on the interpreter without missing interpreted information by looking down at their notes.
  
     
  
  
• Where do I find notetakers for my classes?
  Some students ask for volunteer notetakers in their classes so that they can focus on the interpreter or computer screen (if using a captionist). Students’ preferences vary; some will ask a complete stranger to take notes, and some will wait until they find what they consider a good notetaker for a class. Some even ask more than one student to take notes.
  
  Again, talk to the disability services (DS) office. They may actually hire notetakers to accommodate you in your class, although volunteer notetakers are used most often. The DS office may also provide carbon copy paper for your notetaker to use. Ask the DS staff what their policies are regarding this.
  
     
  
  
• Can I request to have a specific interpreter in my class(es)?
  Most disability services (DS) offices will allow deaf students the opportunity to express preferences for interpreters, and they will do what they can to assign the interpreters you want to your classes. The ADA does make reference to accommodating the student’s wishes; however, according to Rawlinson and Kincaid, “there is not federal law requiring a college to provide a student with the interpreter of his/her choice” (p. 18).
  
  If you request a specific interpreter who is paid hourly, yet your institution gives preference to placing their staff interpreters in the classrooms of the students who are deaf and hard of hearing, the school may decline your request if the staff interpreter is qualified and can meet your needs (see Rawlinson and Kincaid, p. 17).
  
  Many factors go into the decision-making process when placing interpreters in classrooms. Often, for example, an interpreter may be assigned to your class, because s/he has a strong knowledge base in the subject matter and may, therefore, do a better job of interpreting. Talk to the staff member who coordinates interpreters about what factors affect which interpreters are placed in your classroom.
  
     
  
  
• Can I request a different interpreter if I'm not pleased with the one I have?
  If you are unable to understand his/her signs, yes, you may request a different interpreter. A different interpreter may also be requested if there are “serious personality conflicts between the interpreter and the student” (Rawlinson and Kincaid, p. 17). However, you should try your best to resolve the conflict with this particular interpreter.
  
     
  
  
• Will interpreters be provided for any event I want to attend on campus?
  “Under both Titles II and III of the ADA and Rehabilitation Act, the college must make its events accessible” (Rawlinson and Kincaid, p. 16). As long as it is sponsored by the college or university you attend, each event should be made accessible.
  
     
  
  
• Am I required to accept the services of an interpreter who is not qualified?
  First, you and the disability services (DS) staff need to discuss what is meant by “not qualified.” In college, you have the opportunity to become an advocate for yourself by explaining why this interpreter is not meeting your needs. It is possible that the DS office may evaluate the interpreter during your class session. If the interpreter in your classroom is not qualified, then the institution is not providing what the law says you must have - reasonable accommodations. If your school cannot find a qualified interpreter, they must provide other accommodations that are effective for you.
  
     
  
  

• What do I do if I can’t find an interpreter?
  Another type of accommodation should be used while your institution tries to locate a qualified interpreter. It is vital that an interpreter be found; notetaking alone will not suffice for an accommodation. Notetaking services for a student who is deaf allow the student to focus on the interpreter without having to look down to take notes. However, notetaking services typically do not allow the student immediate access to the information discussion during the class, limiting the student’s opportunity to participate in the class.
  
  If there is not an interpreting agency in your town, your institution must contact the one closest to you in order to schedule and contract an interpreter for the student. Other resources may include local K-12 programs, social service agencies, or the state office of vocational rehabilitation.
  
     
  
  
• What are the pros and cons of paid notetakers vs. volunteer notetakers?
  Volunteer notetakers, according to some disability support services staff, sometimes lack commitment. They may not take a great deal of responsibility upon themselves to provide quality notetaking. However, there are always exceptions. Some volunteer notetakers are very committed to providing high quality notes, and they are often students in the class themselves, sharing notes they are already taking for themselves. Often, the student for whom the notes are being taken has a say in the quality of the notetaking when the notetaker is being compensated for his/her work. Again, though, this depends on the situation and the institution. At St. Petersburg College in Florida, for example, the students using volunteer notetakers can and do complain when the quality of the notes they receive is questionable. If a complaint is made, the staff from the disability support office will check with the instructor to see if the notes are actually incomplete. If the notes are consistently poor, then the staff will work with the notetaker. Sometimes the instructor supplements the student’s notes with handouts and/or outlines, or a new volunteer notetaker is recruited. With paid notetakers, a support staff person may have more leverage and can even require the notetaker to take a training session in better notetaking. It is important to remember, however, that steps can be taken and alternative solutions can be found if the notes from the volunteer notetaker are poor as well.
  
  The obvious primary advantage of volunteer notetakers is the money saved by an institution, as these notetakers are not paid. Another advantage is that the community can become aware that students are involved with helping their peers through volunteerism. Also, it’s not uncommon for an institution with a volunteer notetaker program to see students become repeat volunteers, as they may see their own success in class increase as a result of being a notetaker. However, it may be extremely difficult to locate notetakers for some classes.
  
  If an institution decides not to pay notetakers, other rewards might be offered, such as community service credit/recognition, a certificate of appreciation, a recognition ceremony, offers to write letters of recommendation, etc. The institution mentioned above, notetaker is being compensated for his/her work. Again, though, this depends on the situation and the institution. St. Petersburg College offers a 10% discount at the college bookstore and early advising, which results in the first choice of classes for the session following the one during which the student volunteered.
  
  In summary, it is important to remember that hiring a notetaker does not necessarily guarantee quality. Hired notetakers may create sketchy and incomplete notes if they have no stake in getting the information themselves; however, the volunteer notetaker could perhaps do the same if they are not motivated by payment. Some disability support staff report that the budget for maintaining hired notetakers can be staggering and that it is often difficult to recoup the money spent on a paid notetaker who drops a class or simply does not work without telling the disability support office until weeks after failing to continue notetaking.
  
  To add, some institutions report that disability support offices must be careful about assuming that students with a 4.0 GPA are the best notetakers. Often they know the information already and, therefore, may take sketchy notes, or they may only need to write a few words to trigger their memories, which results in incomplete notes for the student needing the notetaker.
  
  Volunteer and paid notetakers can take pride in what they do and take detailed, elaborate notes; it truly depends on the individual.
  
     
  
  

• Am I required to provide both an interpreter and a real-time captionist?
  According to Rawlinson and Kincaid, providing both an interpreter and a captionist would be justified “in only the most extraordinary circumstances” (p. 25). The ADA does not require that the student be given every accommodation that exists. It is, however, common practice for a student who is deaf to have both a notetaker and an interpreter so that the s/he can focus on the interpreter without missing interpreted information by looking down at his/her notes.
  
  Get to know the student and understand his/her degree of hearing loss and communication preferences. Ongoing communication with the student is important as well. Be sure to regularly assess whether or not the primary accommodation provided is effective.
  
     
  
  
• What are the pros and cons of hiring interpreters/captionists staff vs. hourly?
  There are many benefits to having staff interpreters in a postsecondary setting. Scheduling them can be easier and more flexible, as some hourly interpreters may have to place restrictions on their schedules, due to other freelancing assignments they have accepted. Staff interpreters are also in the position to establish a strong rapport with the faculty, staff, and students who are deaf and hard of hearing, because these people see the staff interpreters every semester. To boot, staff interpreters who often repeat interpret a course will be more familiar with the material in and terminology of the course. This can aid in a smooth interpretation, which will benefit the student. Consistency is another benefit; an interpreter coordinator with a staff of interpreters will know that these interpreters will be there to work a certain number of hours per week. They also benefit from the fact that staff interpreters working in an office setting can fulfill the responsibilities of the coordinator when s/he has to be out. The level of responsibility of a staff interpreter, therefore, can be greater. Finally, a staff interpreter will be more vested in the office of disability support services’ goals and mission. They can be more willing to provide input and discuss solutions for problems. An hourly interpreter’s primary responsibility typically is interpreting only. Also, when using staff interpreters, a higher cost-effectiveness can result when the number of students using interpreting services increases substantially. It can be costly - when such an increase occurs - to rely on contract interpreters only.
  
  Several advantages to hiring contractual or freelance interpreters also exist. First, having a long list of freelance interpreters to access in order to fill assignments provides more diversity in many institutions. A staff of interpreters will have variety as well, but most institutions have a greater number of hourly interpreters than staff interpreters, and this allows for more variety. Another benefit lies in the fact that the institution in need of interpreters does not have to provide benefits to hourly interpreters; therefore, hourly interpreters are less expensive. It also may be easier for an institution to terminate employment when necessary for an hourly interpreter, as they are less vested in the institution than a staff interpreter. Using contract interpreters most often occurs in an institution where there are fewer students who are deaf and hard of hearing. Contract interpreters will also most likely be used when students who are deaf are taking courses sporadically, as opposed to many courses clumped together, if you will, in which interpreters are needed.
  
     
  
  
• Is there anything special I need to do when I plan to show a film?
  Videotapes and films can be a source of great frustration for interpreters and students who are deaf and hard of hearing. Most movies and programs made recently are closed captioned, which means that -- with a few simple modifications -- the words will appear at the bottom of the screen for the student to read. Almost all programs taped from television are captioned, even though you can’t see it without a decoder. Again, with a few simple modifications, the captioning can be opened. However, these adjustments take time, so it would be helpful to the interpreters to have a few days notice that you will be using a videotape. Unfortunately, not all films are closed captioned, so making the video available for interpreters to preview is extremely beneficial, because this allows them time to prepare and become familiar with the material that will be presented on the tape.
  
     
  

Postsecondary Education Consortium
Center on Deafness
Claxton Complex A508
The University of Tennessee
Knoxville, TN  37996-3454
(865) 974-0607 (v/tdd)
(865) 974-3522 (fax)
E-mail address:  pec@utk.edu