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Rebecca’s Experience: What is an Accessible Learning Environment?” Video


Text insert appears: Rebecca’s Experience: What is an Accessible Learning Environment? A white woman with curly hair is sitting in front of her welding classroom. She signs.


Really, my accommodations for classes  vary, depending on whether the format is lecture-based or not. I would ask for speech-to-text transcription if my teacher uses a lot of contextual vocabulary. It’s very important.

For example, when my teacher speaks English, it is interpreted to me in American Sign Language. I then have to do the work re-translating it back to English. A lot is lost in translation, and I don’t want that! I don’t want to miss anything. I need to know every single word.

I love reading, too, so reading the transcript is not a problem for me.

But if there’s a class discussion with a small class of 30 to 40 students, then yes, that’s when I need an interpreter. It depends on the course content. Sometimes when there is class discussion, I can’t have both an interpreter and transcription, so I have to prioritize my involvement to either be involved in a class discussion or capture all the words that my teacher uses.

Sometimes, I ask my teachers if I can only use a real-time transcription and be excused from contributing to the class discussion. But sometimes when it’s critical for me to be involved, I use an interpreter.  I have to prioritise the level of involvement that I want.


NDC Logo appears with the text reading: National Deaf Center dot org. This video was developed under a jointly-funded grant through the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D16001. However, the contents do not necessarily represent the positions or policies of the federal government. IDEAS that Work Logo. TA&D Network Logo. Department of Education Logo.

End of Accessibility Document

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