I used ASL interpreters for the first time in university myself
In my case I had small class sizes, and for all but one class we were all the same "group" for each class (same students, different prof meeting once a week for 4hours at a time) - so we all knew each other very well. In my other class, it was still a small class with less than 30people in it, including all the members of my "weekly class"- however we only saw each other once a month (all year long) so we didn't get to know the "extras" in that class as much.
Although none of my classmates, or professors had ever worked with (or in some cases seen!) and interpreter before ... they were all GREAT! Everyone was very accepting and helpful, they didn't avoid me at all ... in fact I found that a lot of people were very interested in talking to me during breaks to learn more about how "it worked" and more about what it was like to be Hoh/Deaf.
In my case I decided to voice for myself almost all the time (except the week I had laryngitis lol!) during class and at breaks so my interpreters' (I had two that traded off during class) job was to interpreter into ASL everything that the professor and students said in class. I elected to voice for myself for a number of reasons:
1) I have a very hearing voice (blessing & a curse!) which is easily understood and carries well (can be heard across a classroom)
2) Because I'm able to speak clearly .. and because none of my classmates or profs had used or seen interpreters before (and had no idea how interpreting "worked") I felt that it would be an easier introduction to using ASL interpretors for them. This way they "knew" that what I was saying was really what I was saying (not the interpreters themselves "participating like a student", if that makes sense).
2) I have permanent injuries from a car accident that causes severe chronic pain in my shoulder (often making extensive signing painful) and muscle pain and weakness that impacts my fine motor skills (which means that my fingerspelling is either slow & clear, or standard "Deaf speed" but "loose"/"fuzzy"... neither of which works well in the classes I was taking where many on the terms had to be fingerspelled)
One thing that I arranged with the Prof and my interpreters was to do a very brief "intro on having 'terps in the classroom". Basically we took 5mins at the beginning of the first class of the course and explained very briefly who the interpreters where, what they are they to do, how to "use" the interpreters (ie they aren't students, when talking to me, the hoh person direct the question/statement directly to me ie "Anij, do you know the answer to ... "
not "ask Anij if she knows the answer to.." etc) If anyone had any specific questions, they wrote them down and at break handed them to
me, then my interpreters and I went through all the questions and either answered them individually or (with the permission of the prof) quickly answered them when break was over before re-starting the class. Students and profs always knew if they had any questions about the interpreters, or (because I offered) ASL, or being Hoh/Deaf that they could ask me during break or before/after class. This worked very well because it took any of the "oddness" out of the situation - I was willing to explain things, so there was no need to "whisper behind my back" or make assumptions etc about anything. I had some very good questions - many from my profs, regarding deaf education, using 'terps, hearing loss, deaf culture etc.
At the end of my courses ALL my classmates and profs had very positive comments about the entire process and said that it really opened their eyes to how both interpreters worked, but also eliminated any "prejudices" they may have thought about Hoh/Deaf ASL people before (because clearly with my interpreters I was able to follow and contribute in an intelligent way to the class).
Many of my classmates actually said thank you to my interpreters for being there, interpreting the class, making the class accessible to me and teaching
them (the hearing students) literally life changing lessons regarding the importance of
qualifiedinterpreters being available in the classroom for all Hoh/Deaf/SI students, as well as erasing a lot of the preconceived "limiting" ideas/assumptions they might have held about the ability of Hoh/Deaf people to fully participate (functionally, socially and intellectually) in a "standard hearing class". It was an AWESOME experience for everyone!I know for certain that because I was so open about the entire situation and I know for certain that when any of those people run into Hoh/Deaf ASLers or ASL interpreters in the future that they will simply see "normal people using a different language" ... and see
possibility , not
disability.
P.S. I know that according to the ADA and other "privacy acts" that the identity of the person using interpreters, note-takers etc is allowed to remain confidential ... however I've ALWAYS made the choice to let my classmates and profs know that I am Hoh, use an ASL interpreter and notetaker and that if they (the classmates or prof) have any questions about the process or about hearing loss I would be more than happy to help answer any question to the best of my ability. I find that in doing so it shows that I have nothing to hide (thus no reason to talk behind my back etc) ... I also feel that if I am open and honest, it will make the experiences of any Hoh/Deaf in the future better and easier ... because I've helped "break the ice" and "dispel myths" about ASL, interpreters, hearing loss etc.
