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This article discusses the use of sign language in creating visually accessible textbooks for a student with a specific learning disability in reading comprehension and hearing impairment. It explores linguistic and logistic considerations in interpreting and translating written materials into sign language.
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Alternative Formatting: Textbooks in Sign Language An individualized approach to providing equal access to students AHEAD July 21, 2017 Daynia Daby; PCC Disability Counselor Kristiana Nelson; PCC ASL Interpreter
Daynia w/ husband Brett Wyatt (3yrs) Quinn (5 mos)
Student History & Initial Interactive Intake • Initial Diagnosis & Functional Limitations provided by Audiologist stating: “Student is hearing impaired/deaf and requires an ASL Interpreter.” • Hearing Loss diagnosed as a toddler • Student self-discloses that she is beginning to work with Vocational Rehabilitation and may have more documentation from Caseworker in the near future. • Student elaborates that she has struggled with learning most of her life and may be having a full Psycho-Educational Learning Assessment conducted through VR. (Specific Learning Challenges: Reading, comprehension, distraction, focus).
Student History & Initial Interactive Intake • Was told as an adult by her mom that she was diagnosed with a learning disability as a youth, but she was unaware of this until that point. Had no records or memory of this. • Had one unsuccessful college experience in 2014 where she failed all of her classes. She stated that she felt her LD and the lack of accommodation at the school she attended prevented her from success. • States that she struggled with understanding the homework and reading assignments she was given. She reported: "there were too many big words that just went over my head and they were too fast with the material."
Based on Initial documentation provided and interactive discussion we develop the following Approved Academic Accommodations to support her in the classroom: • An ASL Interpreter for all classes • Captioned Media • A Notetaker • Access to Overheads / Presentation Slides / Course Handouts • Preferential Seating • Providing Clarification and Feedback Regarding Course Expectations *Note:Student will bring in updated documentation and we will reassess appropriate accommodations to potentially better support her.
In May 2015, Student provides updated full Psychological Evaluation/Learning assessment conducted by a Licensed Clinical Psychologist with the following additional diagnosis: • F43.l Post Traumatic Stress Disorder • F40.00 Agoraphobia • 315.0 Learning Disability with Impairment in Reading Comprehension • F90.9 Attention Deficit Hyperactivity Disorder • 389.9 Bilateral Hearing Loss • K58 Irritable Bowel Syndrome (IBS) • 758 Clinodactyly • E03.8 Hypothyroidism • Functional Limitations Include: communication, interpersonal skills, concentration, reading comprehension, writing (expressive), distractibility, histrionic behaviors.
Based on the new diagnosis, specific functional limitations, and student’s self reporting, additional accommodations were necessary to support academic success. Diagnosis: • Learning Disability - reading comprehension • ADHD • PTSD • Agoraphobia • Bilateral hearing loss • Symptoms/Functional Limitations: • Reading comprehension at the 2nd grade level • Significant difficulties in the area of executive functioning • Issues with concentration & focus • Difficulty engaging in social situations • Longer processing time needed
Communication Access • Captioned Media • Interpreting • Liaison: Requires Instructor/DS Collaboration • Consideration for Deadline Adjustments • Notetaking Services/Peer Volunteer • Notetaking Services/Peer Volunteer • Others (Internal Only) • Priority Registration Approved Academic Accommodations • Alternative Formats • E-Text (Audio, Accessible PDF, DAISY, RTF) • Alternative Testing • Extended Time 2.00x • Moderate Distraction - Reduced Testing Environment • Reader Filereading/Screenreading Software • Supervised Breaks - Exam Broken by Instructor • Classroom Access • Access to Overheads / Presentation Slides / Course Handouts in Advance • Extended time for in-class assignments • Preferential Seating • Providing Clarification and Feedback Regarding Course Expectations
The Root of this Unique Challenge….. If the student is unable to equally access written materials due to her Specific Learning Disability with Reading Comprehension, and she is Deaf, how do we make written materials accessible to her?
The Solution… Assigned reading will need to be created in a format compatible with the unique accommodation needs for this student…… written materials as signed videos
What is the differencebetweeninterpreting and translating? • Real time between source/target language • Written text → text • Engagement between listener / speaker • Two spoken languages withinwritten form • Relies on meta-linguistic / paraverbalcues to determineintent • Precision based on vocabulary • Research based • Simultaneous • Involves much analysis and revision • Work quickly and spontaneously INTERPRETING ≠ TRANSLATING
Function • Word count and frequency • Prescriptive vs. Descriptive • Permanence vs. transience • Frozen vs. dynamic • Speaker/writer identity English Written ≠ Spoken
Context • Tense • Meta-linguistic/paraverbal: speakers use tone, pace, pitch, pauses, voice quality • Writers compensate using punctuation and grammar English Written ≠ Spoken
Formal Structure • Visual elements • High degree of precision • Complex and intricate structure, frequent digression • Infrequent use of pronouns • Passive vs. Active Consider the source text: Academic Writing versus Spoken English
Educational Objectives Unique challenges in the classroom… It is critical for post-secondary interpreters to maintain transparency so the instructor’s assessment of student learning is not, in fact, an assessment of the interpreter. What it means for us… • - Preparing texts that honor existing prerequisites • - Producing texts that challenge the student as intended • - Literature is intact for the purpose of analysis
ผัดขี้เมา (Thai) Translation: Drunken Noodle ___________________________________________ Transliteration: • P̄hạd k̄hī̂ meā • Phad kee mao • Pad ki mow • Phad khi mao • Phat kimao
Visual Elements • Headers, titles, and section breaks • Page numbers • Page breaks • Vocabulary, and bold text • Images, graphs, lists, and charts • Insert text • Footnotes, endnotes, and summaries
File Size • Ease of use • Consistency/Uniformity File Management
Workflow: Syllabus To-do list Room reservations Schedule interpreters
Line up equipment Load PDF/ebook files onto tablet Read and Interpret/Transliterate Rename and upload files
Challenges • No template for workflow • ASL does not have a written form • Getting materials from instructors in a timely manner • Scarcity of rooms, interpreters, equipment • No prep • No editing or post-production work • NOT A MINUTE TO SPARE
Student’s Overall Experience with Disability Accommodations • - Positive & Helpful • - Student went from failing all of her classes at a previous college to passing half of the classes she took at PCC over the course of a year. • - She attempted 9 classes over the course of a year (Passed 5 classes, Failed 2, Withdrew from 2). We know that this fact is not statistically significant, but it is the only statistical information we have to go on. • Student had several personal/outside stressors and additional diagnoseswhichaffected her overall academic performance and ability to follow through with academic commitments.
Student’s Overall Experience Cont... • - Student shared with me (DS Counselor) that having her textbooks and other written materials available has been a “life changer” for her with school. • - During a conversation with student to obtain feedback she communicated that the videos/text were clear. • - When asked for feedback/suggestions for improvement on our linguistic choices she stated that the videos were clear and easy to comprehend.
THANK YOU! QUESTIONS? COMMENTS?
