Check List for Receiving Services as a DHH Student
Apply for the DSP&S program.
Meet with a DSP&S counselor to select classes.
When you make an appointment, tell them you need an interpreter or CART services
Students are encouraged to take advantage of the Priority Registration period. This early registration allows students to select classes in a timely manner to allow for services to be arranged.
Meet with a DSP&S counselor to get approved for accommodations.
Bring any documents needed for verification. This can be your 504 or IEP from high school or an audiogram.
If you are taking classes at multiple campuses, you are recommended to meet with a counselor from each campus.
Using the AIM Student portal, request accommodations for your classes.
If you need help, contact your DSP&S counselor.
If using CART or ASL Interpreters, meet with Alternative Media Specialist.
If you use ASL Interpreters, you are encouraged to meet with Interpreter Coordinator, Tabitha Dubois, before classes start. Please email her at tabitha.dubios@fresnocitycollege.edu to arrange an appointment. Please note: We ask that you submit your request at least 2 weeks in advance. Events that exceed 1-hour require two interpreters.
Check your email account before classes start for the link(s) to access remote services, as assigned.
Roles and Responsibilities
Student Responsibilities:
Self-identify and request accommodations.
Notify DSPS when you will be absent from classes where you are receiving CART services. Notify Interpreter Coordinator Tabitha Dubois if you are going to be absent from a class where interpreters are assigned.
Three consecutive absences without notice will result in services being suspended and captioners/ interpreters being assigned to different courses.
If you drop a class where you have interpreters or CART services, you must inform DSP&S in a timely manner.
Communicate with campus faculty and DSPS staff about issues that impact your access to the classroom and material.
If you have an issue with or concern about the interpreter(s), please contact the Interpreter Coordinator Tabitha Dubois.
If you have concerns about the quality of CART services, please contact Madera DSP&S’s Alternative Media Specialist.
Check your student e-mail account regularly for information about classes, programs, and services
Bring fully charged DSP&S loaned iPad and Bluetooth devices to classes where remote services have been scheduled.
If you have one in-person and one remote interpreter scheduled for a course, it is your responsibility to connect to the meeting with the remote interpreter. Failure to do so will result in the in-person interpreter being removed from the course.
If you would rather use a personal device to connect to remote services, DSP&S is not responsible for damage or theft of personal devices. If personal devices do not meet minimum operating standards, a DSP&S device can be checked out from Madera DSP&S’s Alternative Media Specialist.
As needed, request interpreters or CART captioning services for non-classroom needs using the appropriate methods. This includes:
CART or automatic captioning services can be requested from Madera DSP&S’s Alternative Media Specialist.
Service Provider Responsibilities
Caption or interpret everything spoken, and everything signed, if a student uses ASL.
Keep all information related to assignments confidential, apart from the information covered by the Consent for Release of Information form on file with DSP&S.
For questions about what information can be shared by service providers or DSP&S staff, see your DSP&S counselor.
When applicable, work in collaboration with others to provide support and monitor for accuracy.
This could be a second captioner, interpreter, or intern.
Faculty Responsibilities
Ensure media used in the course are accessible.
Utilize the assistive technology provided by DSP&S to ensure communication access for the student(s).
Follow the academic accommodations approved by the DSP&S office
Deaf and Hard of Hearing students often utilize a peer notetaker. Due to the nature of the disability, it is difficult for students to receive the information visually (either through CART Captioning or American Sign Language) and simultaneously take notes. If requested, please assist the student in recruiting a peer notetaker for the course.
Preferential seating is another common accommodation requested. Each classroom may have unique challenges and logistics. Preferential seating allows the student to choose the seat that best allows them to access their accommodations and the course materials.
Working with Sign Language Interpreters in the Classroom
A Guide for Faculty
Speak directly to and look at the Deaf or hard-of-hearing person. Avoid saying “Tell them...”. The interpreter is there to provide interpretation for all parties, but they are not an active participant.
The interpreter will speak in first person when interpreting from American Sign Language to English. Unless otherwise stated, you should assume “I” statements are the Deaf or hard-of-hearing student’s comments. Please note, that the voice you are hearing may or may not match the gender identity of the Deaf or hard-of-hearing person you are communicating with.
When in person, the interpreter is likely to stand near you, so that the Deaf person can see you both simultaneously. You should continue to look at the Deaf person. If you need to move, do so. The interpreter will move with you and do their best to not be in your way.
There are times when the layout of the classroom can be a barrier to communication. For many Deaf and Hard of Hearing students, group work is best conducted when the students can all face each other and the interpreter can navigate behind the students. We appreciate your flexibility as we all work together to determine the best approach for each student and classroom.
Speak naturally, both in pace and volume. The interpreter will seek clarification if needed.
Two interpreters will be assigned for any request over one hour. This could be two in-person interpreters, two Video Remote Interpreters (VRI), or a mixture of both.
When showing videos in the classroom, please enable the captions. If you forget, the Deaf or hard-of-hearing student will likely remind you. If you need assistance with making your classroom content accessible, please contact the DSP&S office.
The interpreting process takes time. There may be a moment or two of silence while the message is being conveyed. Your patience is appreciated. If there is a time limit for a verbal assignment, such as a presentation, please allow a minute or two of grace for the interpretation process.
There are instances where the interpreter may use a word or term that is not the preferred vocabulary term for the course. This is not always a reflection of the student, but rather of the interpretation process. If you have concerns, these can be discussed with the student, interpreter, and/or DSP&S outside of the class session.
Check List for Receiving Services as a DHH Student
Apply for the DSP&S program.
Meet with a DSP&S counselor to select classes.
When you make an appointment, tell them you need an interpreter or CART services
Students are encouraged to take advantage of the Priority Registration period. This early registration allows students to select classes in a timely manner to allow for services to be arranged.
Meet with a DSP&S counselor to get approved for accommodations.
Bring any documents needed for verification. This can be your 504 or IEP from high school or an audiogram.
If you are taking classes at multiple campuses, you are recommended to meet with a counselor from each campus.
Using the AIM Student portal, request accommodations for your classes.
If you need help, contact your DSP&S counselor.
If using CART or ASL Interpreters, meet with Alternative Media Specialist.
If you use ASL Interpreters, you are encouraged to meet with Interpreter Coordinator Tabitha Dubois before classes start. Please email her at tabitha.dubios@fresnocitycollege.edu to arrange an appointment.
Check your email account before classes start for the link(s) to access remote services, as assigned.
