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A variety of live captioning services are available
to support students in your classroom. As with other support services, actions
you take in class can enhance the provision of these services. We start
with a brief explanation of the most popular of such services, with the
services listed in order from lower to higher cost.
Computer Assisted Notetaking (CAN). A notetaker
uses a laptop and any available software (word processing software, notetaking
software on a Tablet PC, etc.), to record notes during the class. Deaf
and hard-of-hearing students view the notes on a large monitor, or on
separate laptops that are networked with the notetaker‘s computer.
C-Print®. Developed at the National Technical
Institute for the Deaf at the Rochester Institute of Technology, C-Print
uses laptops and/or monitors in class, and captionists receive special
training to use computer-aided speech-to-print software that is unique
to C-Print. The intention is to provide a transcript that is close to,
but not verbatim, of what is said in the classroom.
Computer Aided Realtime Translation (CART).
This service, similar to the captions seen on television programs, uses
trained stenographers to provide verbatim transcripts of the spoken content
of a classroom. Special hardware and software are required. Like the other
systems, students typically view the transcripts on a large monitor. The
stenographer may or may not be located in the classroom.
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NOTE: The handout at the left provides you with a checklist that you can print and use
when communicating with the captionist to ensure that appropriate services are provided.
A captionist conveys spoken information so that
deaf and hard-of-hearing individuals can communicate fully. Captionists
in your classroom type what you say, and ‘voice’ what students type
to them. You can enhance this communication by engaging in the following
strategies.
Make sure everyone – captionists and students
they serve – are positioned optimally, typically at the front of the
classroom to allow the captionist to hear clearly. Ask them for advice on
the best seating/location, and try to accommodate their preferences. Typically
students will need to see you, the board, and any visuals that will be used
in class. Make sure there is access to power outlets.
Recognize that there is a lag of 5-10 seconds
between what you say and the time that a captionist types the material to
students. This has significant implications, particularly in an interactive
classroom. If you ask for class participation (to answer a question, state
opinions, give examples, etc.) allow the necessary time for your statement
to be captioned before calling on a student. This will provide an equal
opportunity for deaf and hard-of-hearing students to participate.
In an interactive discussion with many participants,
it may be difficult for a captionist to properly identify the current speaker.
You can simplify this by recognizing the speaker by name, or asking the
speaker to pause before beginning until the captionist has ‘caught
up’ and had an opportunity to identify the new speaker.
If possible provide captionists with advance copies
of any written material that will be distributed during the class; minimally
provide captionists with copies of handouts when they are distributed to
students. This will allow him/her to review the material to prepare for
captioning responsibilities surrounding the content. Vocabulary lists are
particularly helpful for captionists, as words can be programmed into their
dictionary software.
If access to a course web site is limited to students,
include the captionist on the class list to enable the captionist to prepare
for his/her captioning assignment. If emails are sent to students, include
captionists in these distributions.
Speak directly to the deaf or hard-of-hearing
student, rather than to the captionist. For example, instead of asking the
captionist to “Please tell the student …,” you should speak
directly to the student.
If you find yourself frequently interrupted by
the captionist – perhaps because he/she is not able to keep up or because
he/she is unfamiliar with terminology – talk with the captionist after
class. Ask why you are being interrupted, and work with the response to
see if together you have solutions. Perhaps there is an issue with the pace
of presenting materials, or with properly identifying speakers, or with
terminology.
Answer captionist questions during class.
There are many other strategies that you can employ;
these suggestions often benefit all students in the classroom.
Speak clearly, label examples, and use transitions
as you move from topic to topic.
Leave text and graphics in place long enough to
be copied – or provide copies to all students.
Write numbers, formulas, vocabulary, special names,
etc., on the board.
Provide detailed assignments in writing, or write
all details on the board.
Review the captioned notes when printed, especially
after the first few classes to ensure they are accurate and complete. Advise
the captionist, and his/her supervisor if available, of the quality of the
material.
Captionists provide a professional support service,
and are not students. Therefore don’t ask them to help with classroom instruction,
don’t ask them to answer questions addressed to the class, don’t assign
them as team members in group work, etc.
If your class is over one hour in length, allow
time for the captionist to change off with another captionist, or allow
time for a break.
Finally, deaf and hard-of-hearing students are
your students, and not the responsibility of the captionist.
Since captions are extremely valuable – in
some instances they are the only means of access for deaf and hard-of-hearing
students – it is vital that they be of the highest quality.
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