Coordinating Communication Access: In-House, Agency, or Both
Scheduling interpreters and speech-to-text providers is more than a logistics task—it’s a key part of creating access for deaf students. Institutions may coordinate services in-house, contract with agencies, or use a hybrid approach. All models work best when supported by proactive planning, clear procedures, and staff with the right expertise.
In-house coordination offers greater control and relationship-building with students but requires time and specialized knowledge. Agencies can expand access and reduce administrative load, but staff still need to oversee quality and ensure timely, student-centered service.
Daily scheduling demands vary with the number of deaf students and their class loads, access preferences, and last-minute needs such as absences, schedule changes, short-notice requests—making consistent, thoughtful coordination essential for academic and campus engagement.
Scheduling with the Deaf Student in Mind
- What’s the setting? Class, lab, campus event, tutoring, student activity?
- Is it on-campus, off-campus, out of the local area? Indoors or outdoors?
- What’s the format? In-person, remote, or hybrid?
- What’s the schedule? One-time or recurring? Business hours or evening?
- What’s needed? One provider or a team? Content-specific expertise?
Prioritizing Service Provider Fit
Access depends on more than availability—it depends on the right fit. A good match between student and service provider builds trust, supports learning, and honors individual identity. Consider the student’s communication profile, service providers with experience for course types, and maintaining consistency with services. To support with the best fit, ask these questions during the interactive intake:
- What communication styles work best for you—in class or social events? (Share what accommodations you have used in academic and social settings.)
- Do you prefer the same service provider for all of your courses?
- Are you comfortable with in-person and remote service providers?
- Are there specific experiences or identities you look for in a service provider?
- For Interpreting Services:
- What interpreting style (e.g., conceptual, English word order) works for you?
- Do you have a rapport with any interpreters?
When institutions focus on provider fit, communication access becomes more responsive and reduces barriers for deaf students!
Matching Skills & Service Delivery
Clear and accessible communication for deaf students begins with selecting service providers who have the right skills, experience, and cultural understanding. Not every interpreter or captioner is suited for every setting—classrooms, events, and meetings all require different strengths.
Equally important is how well providers align with each student’s communication preferences, which may reflect their language background, cultural identity, and personal needs. When providers are thoughtfully matched, services are more effective, accessible, and centered around the student’s experience. Consider:
- Experience with postsecondary content (e.g., STEM, legal, healthcare)
- Comfort with delivery mode (in-person, remote, hybrid)
- Consistency—keeping the same service provider fosters continuity
- Cultural responsiveness—identity matters in building communication trust
Maximizing Service Provider Scheduling
Efficient scheduling plays a key role in delivering high-quality interpreting and speech-to-text services while keeping costs in check. Whether working with external agencies or internal staff, thoughtful planning helps maximize available resources and ensures service hours are used effectively. A strategic, flexible approach makes it easier to meet demand and support student access across campus.
Make Every Minute Count
To attract and retain service providers, consider building in extra time beyond scheduled classes. Also, many agencies require a two-hour minimum. So, if a student has a 50-minute class, adding an additional hour allows the service provider to remain on-call for other needs—like office hours with faculty, meetings, campus appointments, or filling in for absent service providers. This approach ensures timely support for last-minute requests and helps create a more responsive, student-friendly campus environment.
Cost-Efficient Scheduling Tips
- Block Scheduling: Incentivize service providers to accept assignments by grouping requests into one time block and reduce repeat trips to campus. This also helps avoid multiple minimum-hour charges with agencies.
- Strategic Use: To reduce extra costs and ensure coverage during high-demand periods, reserve staff or agency service providers for last-minute requests, hard-to-fill time slots (like early mornings or evenings), or when multiple requests overlap.
- Negotiation: Appeal to service providers with benefits like prep time, parking, or longer assignments.
Managing Daily Schedules
Coordinating services in-house takes time—especially with multiple deaf students. It’s essential to have staff with the expertise to match providers to student communication preferences. While agencies can assist, they add costs and should still connect with students to ensure a good fit. Additional essential skills for coordinating schedules:
- Proficient with Technology – Familiarity with scheduling software and digital platforms enables efficient organization and real-time updates.
- Customized Systems – The ability to create a structured scheduling system ensures smooth operations and adaptability for daily scheduling needs.
- Detailed at Tracking Data – Keeping records of classes, assigned accommodations, and service provider changes helps maintain consistency and high-quality support.
- Quick Problem-Solving – Schedulers must anticipate challenges, adjust schedules as needed, and respond quickly to last-minute changes.
Communication and Scheduling Flexibility
Effective coordination relies on clear, proactive communication with students, service providers, and agencies to confirm accommodations.
- Keep students and service providers informed with regular updates
- Plan ahead for first-day gaps by discussing temporary options (e.g., remote services) with deaf students in advance
- Use flexible coverage like splitting class time between two service providers or teaming one in-person and one remote service provider
- Reassign early-finished service providers to fill other campus needs
