Auslan interpreters: reasonable adjustments

Auslan is a sign language that is unique to Australia (sign language is not universal, different countries have their own sign languages).  

Auslan interpreters are provided for students who are profoundly Deaf, and where notetaking and captions alone are not adequate. The role of the interpreter is to facilitate communication between students who are Deaf and use Auslan with their teachers and fellow students. 

The interpreter will sign what is spoken and will not add, embellish or delete information. The student may use a range of other cues, such as lip-reading and observing facial expressions to add to their understanding. 

It’s crucial for Auslan interpreters to have access to information prior to the class to give them context and prepare for any specific content/terms used.  

Before class, provide the following information to the student and Auslan interpreter (Accessibility Service will provide instructions for document upload via Access system to assist with handling large documents).  

• Session outline to help the interpreter anticipate the structure of the session and the way in which concepts will be developed.  
• Teaching materials including slides, documents and notes to help the student prepare for the class.  
• Glossary of new/technical terms, so that appropriate signs can be negotiated between the student and Auslan interpreter. 
• Provide captions/transcripts for media material in the subject. 

Note: An option of sharing content via Canvas is currently being investigated to improve this process. 

Here are some tips for setting up the class. 

• Ensure your face is well lit and unobstructed, e.g. be aware of turning your back. Moustaches, beards, hands, books, or microphones in front of your face can add to the difficulties of lip-readers. 
• Minimise background noise to make it easier for students to concentrate. 
• Provide presentation materials to the student as students watching an interpreter might find it difficult to also take notes from a presentation. 
• Ensure clear line of sight to ensure the student can easily see you from their class position. This is usually achieved by the student sitting at the front of the room. 

Tips for on-campus: 

• Student may also use induction or hearing loops – ensure they are activated (default is set to on) and use the microphone. 
• Think about the position of the interpreter and student. Auslan interpreters should be located alongside the presenter, with a clear line of sight to the student. 

There are some changes you can make to your teaching practice during class to help improve the experience for the student: 

• Speak directly to the student, not the interpreter. 
• Beware there is lag between the speaker and the interpreter (so pause or speak slowly to ensure the interpreter can keep up).
• Allow one student to speak at a time, indicate who is speaking and echo back comments from students. 
• Repeat any questions asked by other students before giving a response. 
• Use visual cues in PowerPoints or by writing important information and new words on boards.  
• Allow time for the student to read written material before continuing, as they won’t be able to watch the interpreter and read at the same time. 

You may want to check in with the Auslan interpreters and student to see if the class is working smoothly for them and to receive general feedback. 

Things to consider for assessments for students who are Deaf or use Auslan: 

• Students who are Deaf or hard of hearing, especially those with associated speech impacts, may prefer to have their Auslan interpreter in place for presentations (providing speech). 
• Auslan may be the students first language and the impacts of Deafness can lead to difficulties in English literacy from a young age. Adjustments may be required, accordingly.