FAQs

  1. What is the best way to work with a Sign Language interpreter?
  2. What is a Sign Language Interpreter?
  3. Who attends FSDB?
  4. Where is FSDB located?
  5. What kind of program does FSDB offer?
  6. How many students go to FSDB?
  7. Is FSDB culturally diverse?
  8. What types of transportation are available for students?
  9. What kind of outreach services does FSDB provide?
What is the best way to work with a Sign Language interpreter?

The following are guidelines that can help you use a sign language interpreter. They are generally applicable to the classroom, to large or small group presentations, and to situations involving only one or two individuals.

  1. The assignment is confidential. All assignment-related information is strictly confidential. The professional code of ethics prohibits interpreters from sharing any aspect of an assignment. Interpreters are not allowed to discuss any assignment related information before, during, or after an assignment. In classroom settings, information is only shared within the educational team.
  2. Lighting is critical. Be aware of lighting and background. Provide good lighting, so both the interpreter and the deaf individual(s) can see and can be seen. The light should be directed toward the interpreter. Light behind the interpreter can severely reduce visibility for the deaf individuals. Solid, dark colored backgrounds will increase visibility and reduce eyestrain and fatigue for the deaf individual.
  3. Understand seating arrangements. The hearing individual should be positioned so they are facing the deaf individual. The interpreter should stand close to the hearing individual, so they are in the deaf individual’s line of sight. It is important that the deaf individual knows from whom the information is coming and can pick up visual cues and expressions of the speaker. In group discussions, circles or semicircle seating arrangements works best.
  4. Prep the interpreter. Interpreters prepare for their assignments. You can provide information concerning the assignment to the interpreter beforehand. Programs, outlines, agendas, and special vocabulary will greatly help the interpreter to become familiar with the information or to learn unfamiliar jargon.
  5. Converse with the deaf person. Always face and speak directly to the deaf individual in a normal tone of voice. It is very important to maintain eye contact with the deaf individual. Speak using “first person” as though the interpreter were not present. Do not speak directly to the interpreter. For example, looking at the interpreter and saying, “Ask him if he would like to attend this workshop.” is inappropriate. Instead, look at the deaf person and ask, “Would you like to go to this workshop?”
  6. Maintain a natural pace. Speak naturally. Interpreters are not waiting for words, but rather, for concepts to interpret. Allow only one individual at a time to speak or sign. The interpreter can only interpret for one speaker at a time. Since there is a slight delay in interpreting, allow the interpreter to finish before recognizing the next speaker. Keep in mind that interpreted conversations may require more time.
  7. Use visuals wisely. If visuals are used, explanations and visuals must be presented one at a time. The deaf individuals cannot fully benefit if they must visually follow the interpretation and the visual materials at the same time.
  8. All communication means all. The interpreter will interpret all communication that occurs. The interpreter will not censor any portion of a conversation or presentation. Do not ask interpreters not to interpret. They will interpret everything heard, whether it is related to the topic or not.
  9. Impartiality is professional. Avoid asking the interpreter for opinions or comments about the content of the meeting/class or for information about the deaf person. The interpreter’s role is to facilitate communication, not to become a part of it. Interpreters cannot discuss their feelings regarding an assignment and should not receive information or be included in conversation that is unrelated to the assignment.
    Due to impartiality, interpreters generally do not interpret for their family and friends since it would be a conflict of interest. Professional interpreters are expected to keep a professional “distance” and are to be impartial.
  10. Discussions are not appropriate. Unless absolutely necessary, both hearing and deaf individuals should limit conversation with the interpreter to the time before or after the assignment/class. It becomes confusing if the interpreter is put in the position of communicating both personally and as the interpreter.
  11. Voicing. Interpreters “voice” when they speak what the deaf person signs. When voicing, the interpreter will always respond in first person just as though the deaf individual is speaking.
  12. Interpreters do not discipline. Discipline of any or all students in the classroom, assembly, or any other school venue, whether students are deaf or hearing, is the teacher’s or supervisor’s responsibility.
  13. Students and teachers communicate. In a classroom setting, inattention to the interpreter means inattention to the teacher, to the class, and to the information. It is the teacher’s responsibility to remind the student to pay attention to the interpreter, just as the teacher would remind a hearing student to pay attention.
  14. Provide breaks. Interpreting is physically and cognitively demanding and interpreters may require occasional breaks. Non-stop, technical, or intense assignments over one hour may require a team of interpreters.
What is a Sign Language Interpreter?

A sign language interpreter is an individual who has been trained to facilitate communication between hearing and Deaf or hard of hearing individuals.
Interpreters must adhere to a strict set of guidelines of professional conduct (the NAD-RID Code of Professional Conduct) as set forth by the National Registry of Interpreters for the Deaf.

Who attends FSDB?

FSDB draws students from across all ethnic lines and in about the same proportions as exist within the state’s school districts.

The school serves students whose abilities range from learning disabled to gifted. Qualified students may mainstream part-time into the classes in the St. Johns County Public Schools. There is no tuition charge for in-state residents. Room, board, and transportation to and from school are provided at state expense.

FSDB has an impressive 99% graduation rate. Much of the student body enrolled at FSDB comes from Florida families where the average household income is $25,000 or less.

Where is FSDB located?

Florida School for the Deaf and the Blind is located in St. Augustine in northeast Florida about 30 miles south of Jacksonville. The scenic campus covers over 70 acres on the Intracoastal Waterway.

Florida School for the Deaf and the Blind
207 North San Marco Avenue
St. Augustine, FL 32084
(904) 827-2200
Map

What kind of program does FSDB offer?

The School offers an educational program for preschool through 12th grade, as well as a post-secondary program, and is accredited by the Southern Association of Colleges and Schools, the Conference of Educational Administrators Serving the Deaf, and the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped. Course offerings follow the state Course Code Directory and conform to state curriculum frameworks.

How many students go to FSDB?

Enrollment at FSDB is over 650.

Is FSDB culturally diverse?

FSDB draws students from across all ethnic lines and in about the same proportions as exist within the state’s school districts. Additionally, there are some foreign students as well.

What types of transportation are available for students?

Students are provided safe, reliable transportation to and from their residences via charter bus or FSDB “yellow” bus. More than 200 students living in surrounding counties (St. Johns, Clay, Duval, or Putnam) are day students, and are provided daily service.

The boarding program is a five-day program. Students are provided weekly transportation. Currently, FSDB transports boarding students to all areas of the state including Boca Raton, Sebring, Ft. Myers, Weeki Wachie, Cottondale, Pensacola, and Miami. Florida parents can call (800) 992-8747 for more transportation information.

What kind of outreach services does FSDB provide?

The school serves sensory impaired students statewide through its outreach services.

Specialists support small and rural districts and families statewide by providing services for infants and children who are deaf or hard of hearing, or blind or visually impaired. The Resource Materials and Technology Center for the Deaf/Hard of Hearing provides services and training for teachers and circulates more than 3,500 instructional videotapes to teachers statewide. Summer educational and recreational programs, when funded, attract hundreds of participants annually.