Having a deaf student in your classroom may mean that you also have interpreters and/or notetakers working in your classroom.  When this is new to you, it can be daunting and it can often seem as though a deaf student has an entourage. [click here to view a clip from one TAFE teacher talking about her experience]

Elsewhere on this site, you can find information about the role of interpreters and notetakers as well as how they may be used in different learning environments.  These are the following pages:

  • working with interpreters and notetakers [see more]
  • interpreters and notetakers in lectures [see more]
  • interpreters and notetakers in a chalk and talk environments [see more]
  • interpreters and notetakers in demonstration environments [see more]
  • interpreters and notetakers in groups and tutorials [see more]
  • interpreters and notetakers in labs [see more]
  • interpreters and notetakers in workshops [see more]

Regardless of the teaching environment, briefing the interpreters and notetakers who are working with you assists them to do their job, which is to make your classroom accessible to your deaf student.  A briefing includes such information as:

  • the aim of the day’s lesson
  • a brief outline of the structure for the class
  • the type of topics which will be covered
  • any subject-specific terminology that may be unfamiliar

Click here to download a deafConnectEd information sheet on working with interpreters and click here to download a deafConnectEd information sheet on working with notetakers.

 

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