The following list contains some helpful suggestions on how to make this accommodation for the student and other students in the class more meaningful:

• When communicating with a Deaf or hard-of-hearing individual, one should address the individual directly. Maintain eye contact (if this is a challenge for you or another student, contact ADS for support). This is a very important piece of etiquette - it takes some getting used to, but keep your eye gaze on the Deaf or hard-of-hearing individual, NOT on the interpreter. If other people interrupt your conversation, signal that you'll be with them in just a moment, and then finish your conversation.

• Avoid asking the ASL interpreter's opinion of the conversation's content. Interpreters follow a code of ethics that requires confidentiality and impartiality. If you want to know how things are going, speak to the Deaf or hard-of-hearing person and the interpreter will interpret your inquiry.

• ASL interpreters require prep materials and/or subject-specific information to provide an accurate interpretation. So please make an extra copy of any handouts you will be distributing in class.

• Speak naturally. Occasionally an ASL interpreter may need to interrupt for clarification during a meeting or lecture.

• Room set-up, including sufficient lighting and seating arrangements, to provide the Deaf or hard-of-hearing student with visual access to the instructor/speaker, interpreter and any additional visual information (e.g. PowerPoint). The interpreter will place themselves within the sightline of the Deaf or hard-of-hearing person(s). This means they will sit or stand as close to the hearing speaker as possible so the student can pick up on facial expressions and body language from their hearing counterpart. Exactly where the interpreter stands or sits depends on the situation and interpreters will help facilitate this process.

• If your class is longer than an hour, you may want to provide a short break every hour, especially if the interpreter is working without an interpreter team. A short break will provide a physical and mental recess, ensuring the most accurate and successful interpretation possible. Breaks are good for all people.

• One person should speak at a time in the classroom. It's very common among hearing people to speak over each other, hold side conversations, or allow no time between comments. An interpretation's success depends on the ability of the interpreter to hear each comment individually. Please strongly encourage group/class discussions to follow this guideline.

• With all that said, it may be a good idea to meet briefly with the interpreter before some classes to clarify any special vocabulary or jargon; to make best seating and lighting arrangements; and provide the interpreter with any necessary written information.