Speech-to-text services can be combined with other services such as interpreting, however, when supporting an individual student, it may be difficult to justify provision of both speech-to-text and interpreting services. When the services support a number of deaf students in a class and some of these students receive educational benefit beyond that provided by a single service, the cost of combining services may be justified.
For example, consider a hypothetical regional high school program that is attached to a large local high school with classes into which the deaf students are frequently mainstreamed. The program mainstreams five deaf students into a junior level history class. Three of the five students have limited sign reception skills, but are good at reading English text. These three understand the class substantially better with the real-time C-Print text display. The other two students, however, also need an interpreter to function successfully in class. For the tests, much of the material comes from teacher’s lectures. All five students find the C-Print notes helpful in performing on tests.