Sep 30, 2020
[Subtitles available in English & Spanish | Subtítulos disponibles en español y inglés]Video description: https://tinyurl.com/ug34r4q
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Access and Self-Determination. Carlos Aponte Salcedo.
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Here in New York, at Baruch College, I had interpreters throughout my studies.
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He signs.
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I remember having to contact the Disability office to make sure interpreters were provided in class and requested interpreters for tutoring as well, but was denied. I simply accepted their decision because I assumed I had no other option.
I later attended CSUN and had a completely different experience. I began learning my rights and understanding that I could ask for an interpreter during tutoring and extracurricular events.
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Carlos smiles.
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I remember during my junior or senior year, I took an early morning class at 8:00 AM. The interpreter was always tired due to her overnight shift doing video-relay interpreting. I shared this with the Disability office and let them know I wanted a replacement. They honored my request, and I realized that I had the right to share my opinions and preferences.
For example, I could request an interpreter who is a person of color, a gay interpreter, or a male interpreter. Today when I have a meeting, I request a specific interpreter, such as a trilingual interpreter, when working with a Spanish-speaking family. CSUN taught me I have a right to ask for a specific type of interpreter. I may get no for an answer, but then I can enter a discussion to ultimately get what I want. That’s my experience with interpreters and school.
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