15 Mistakes Colleges Make When Scheduling ASL Interpreters (and How to Avoid Them) 

Providing effective communication access for Deaf and hard-of-hearing students starts long before the first day of class. While most colleges and universities are committed to meeting accessibility requirements, the process of scheduling ASL interpreters can be more complex than it appears. Small oversights—like waiting too long to submit a request, failing to share course materials, or overlooking campus events outside the classroom—can create unnecessary stress for students, faculty, and accessibility staff alike. 

The good news is that many of the most common scheduling challenges are entirely preventable. By understanding where colleges often run into trouble and adopting a few proactive practices, accessibility departments can improve the quality of communication access while making the scheduling process smoother for everyone involved. 

In this article, we’ll explore 15 common mistakes colleges make when scheduling ASL interpreters—and, more importantly, how to avoid them. 

1. Waiting Until the Last Minute 

Mistake: Requesting interpreters only days before classes or events begin. 
How to Avoid It: Submit requests as soon as accommodations are approved. Early scheduling increases the likelihood of securing the most qualified interpreters. Check out the recommended timeline featured below for some helpful milestones to add to your planning calendars.  

2. Assuming One Interpreter Is Always Enough 

Mistake: Scheduling a single interpreter for lengthy lectures, labs, or conferences. 
How to Avoid It: Understand when team interpreting is recommended to maintain quality, accuracy, and interpreter well-being. Check out this short video below for some practical insight into the uses and benefits of team interpreting! 

3. Not Sharing Course Materials in Advance 

Mistake: Sending interpreters into specialized classes without syllabi, presentations, or vocabulary. 
How to Avoid It: Provide materials ahead of time so interpreters can prepare for technical terminology. These materials are especially crucial for higher education environments such as lectures or labs as many courses use relevant jargon that may not be used in the everyday language of the interpreter. Having these materials in advance provides the interpreter opportunity to prepare accordingly and maintain the highest integrity of the content interpretation as possible.  

4. Treating Every Assignment the Same 

Mistake: Assuming all interpreting assignments require identical skills. 
How to Avoid It: Match interpreters to the subject matter, communication preferences, and environment whenever possible. DSU partners with over 1,800 providers nationwide. This wide range of roster allows us to pair the exact right interpreter with each assignment. For niche higher education subjects, this becomes especially important.  

5. Forgetting About Campus-Wide Events 

Mistake: Focusing only on classroom accommodations. 
How to Avoid It: Plan interpreting services for orientations, commencement ceremonies, student organizations, athletic events, guest speakers, and performances. Do students needing accommodations know how to request services for extracurricular events and activities? Be sure to communicate any expectations in advance to pursue an equitable campus, not just an accessible classroom. Read more about creating a welcome campus from the National Deaf Center on Postsecondary Outcomes here: https://nationaldeafcenter.org/resources/access-accommodations/creating-welcoming-campuses/  

6. Choosing Based Only on Price 

Mistake: Selecting the lowest-cost option without considering qualifications. 
How to Avoid It: While budget is an important consideration, selecting an interpreting provider based solely on cost can result in inconsistent service, limited availability, or interpreters who aren’t the best fit for the assignment. Investing in qualified professionals helps ensure accurate communication, a better experience for students, and fewer scheduling challenges over the course of the semester.  Consider certification, experience, reliability, and the overall quality of service. 

7. Not Planning for Emergencies 

Mistake: Having no backup plan when an interpreter becomes unavailable. 
How to Avoid It: Partner with an agency that has nationwide resources and contingency plans. 

8. Overlooking Remote Options 

Mistake: Assuming every assignment requires an in-person interpreter. 
How to Avoid It: Consider Video Remote Interpreting (VRI) when appropriate for meetings, office hours, or short appointments. Check out this short resource video that explains how VRI works! 

9. Forgetting to Schedule for Office Hours and Tutoring 

Mistake: Only scheduling interpreters for scheduled classes. 
How to Avoid It: Communication access doesn’t stop when class ends. Many important learning opportunities happen outside the classroom, including academic advising, tutoring sessions, study groups, faculty office hours, career counseling, and other student support services. Overlooking these interactions can create barriers that impact a student’s academic success just as much as missing access in class. Work closely with students throughout the semester to identify these additional needs and schedule interpreting services whenever communication access is required, not just during regularly scheduled lectures. 

10. Assuming Captioning and Interpreting Are Interchangeable 

Mistake: Believing captions alone meet every student’s communication needs. 
How to Avoid It: Every Deaf and hard-of-hearing student communicates differently, so there’s no single accommodation that works for everyone. While some students primarily use American Sign Language (ASL), others rely on real-time captioning, assistive listening technology, or a combination of services depending on the setting. Assuming captions alone—or interpreting alone—will always meet a student’s needs can result in ineffective communication access. Work directly with each student to determine the accommodations that best support their participation, and be prepared to adjust services as courses or situations change. 

11. Poor Communication About Schedule Changes 

Mistake: Forgetting to notify interpreters about canceled classes, room changes, or updated times. 
How to Avoid It: Last-minute schedule changes are inevitable on college campuses, but failing to communicate those changes can create unnecessary confusion and wasted resources. A canceled class, room change, or updated meeting time that isn’t shared with interpreters promptly may lead to missed assignments or unnecessary travel costs. Establish a clear communication process that identifies who is responsible for notifying interpreters, faculty, and scheduling staff whenever changes occur. Consistent communication helps everyone stay informed and ensures accommodations remain seamless for students. 

12. Ignoring the Student’s Communication Preferences 

Mistake: Making accommodation decisions without student input. 
How to Avoid It: Students are the experts on their own communication needs, making their input essential when planning accommodations. Rather than assuming what services will work best, involve students in conversations about their preferred communication methods, classroom experiences, and any unique considerations for specific courses or activities. Regular check-ins throughout the semester can help identify changing needs and ensure accommodations continue to provide meaningful access. A collaborative approach leads to better outcomes for both students and accessibility professionals. 

13. Assuming Every Deaf Student Has the Same Needs 

Mistake: Using a one-size-fits-all approach. 
How to Avoid It: Deaf and hard-of-hearing students are not a one-size-fits-all group. Some students are native ASL users, others prefer spoken English with captioning or assistive listening devices, and many use different accommodations depending on the environment. Factors such as educational background, language proficiency, technology preferences, and the nature of the course all influence what communication access is most effective. Avoid making assumptions based on previous experiences, and instead evaluate each accommodation request individually to provide equitable access tailored to the student’s needs. 

14. Forgetting About Accessibility During Finals Week 

Mistake: Planning accommodations for the semester but overlooking exams and review sessions. 
How to Avoid It: It’s easy to focus on providing accommodations throughout the semester and forget that some of the most important academic moments happen at the end. Final exams, review sessions, student presentations, capstone projects, thesis defenses, and other end-of-semester activities often require communication access just as much as regular class meetings. As these events approach, interpreter demand typically increases, making early scheduling even more important. By planning ahead and confirming accommodations well before finals week, accessibility offices can help ensure students have uninterrupted access during these high-stakes academic milestones. 

15. Working With Multiple Vendors Without Coordination 

Mistake: Using several providers without centralized communication, leading to duplicate requests or scheduling gaps. 
How to Avoid It: Using multiple interpreting providers can sometimes be necessary, but without a centralized scheduling process, it can quickly lead to duplicate requests, communication breakdowns, inconsistent service, or gaps in coverage. Designate a single point of contact within your accessibility office to manage all interpreter requests, updates, and schedule changes. If you work with more than one provider, establish clear communication protocols and maintain a shared tracking system to ensure everyone has the same information. Better yet, partnering with a single, experienced accessibility provider that can coordinate the majority of your interpreting needs can simplify scheduling, improve consistency, and reduce the administrative burden on your staff. 

Successful accessibility isn’t just about checking a compliance box—it’s about creating an environment where Deaf and hard of hearing students can fully participate in every aspect of campus life. By avoiding these common scheduling mistakes, higher education institutions can reduce last-minute stress, improve communication, and provide a more consistent, equitable experience for everyone involved. 

Planning ahead, communicating clearly, and partnering with experienced language access professionals can make all the difference. A proactive approach doesn’t just benefit students—it also supports faculty, staff, and interpreters while helping your institution deliver meaningful access from the first day of class through graduation. 

Q&A  

How far in advance should colleges schedule ASL interpreters? 

Colleges should schedule ASL interpreters as soon as a student’s accommodation needs are confirmed. Early requests increase the likelihood of securing qualified interpreters, especially during busy times such as the beginning of the semester, finals week, commencement, and major campus events. 

When are two ASL interpreters needed instead of one? 

Team interpreting is generally recommended for assignments lasting longer than two hours or for situations that are physically or mentally demanding, such as technical lectures, conferences, or performances. Working as a team helps maintain accuracy, reduce fatigue, and ensure consistent communication access. 

What’s the difference between ASL interpreting and CART captioning? 

ASL interpreting provides communication through American Sign Language, while CART (Communication Access Realtime Translation) provides live, word-for-word captions of spoken content. Some students prefer one service over the other, while others benefit from using both depending on the setting and their communication preferences. 

Do colleges need to provide interpreters for activities outside the classroom? 

Yes. Communication access may be needed for advising appointments, tutoring sessions, office hours, orientations, student organization meetings, career services, presentations, internships, and other academic or campus-related activities. Accessibility planning should consider the student’s full educational experience—not just scheduled classes. 

What is the biggest mistake colleges make when scheduling ASL interpreters? 

One of the most common mistakes is waiting too long to request services. Last-minute scheduling limits interpreter availability and can make it more difficult to match students with qualified professionals who have the appropriate experience. Planning ahead, maintaining clear communication, and involving students in accommodation decisions helps create more reliable and effective communication access.