Interpreters play a vital part in the education of Deaf or Hard-of-Hearing (DHH) students. DHH students consume the information from the classroom through the screen of interpreters, which adds an extra element of visual attention in the classroom learning environment. Programming classes, in particular, could be more demanding since they employ hands-on coding as a learning mechanism and also introduce a jargon of their own. This paper identifies the influence of interpreters on learning of DHH students in programming heavy classes and weave a holistic picture of their learning experience. By interviewing a small set of on-campus DHH students at Rochester Institute of Technology (RIT) in the computing and related fields, influences under 5
