Development and Implementation of the C-Print Speech-to-Text Support Service

In this chapter we provide an overview of the growth of this system from an idea to a system that hundreds of deaf and hard of hearing students depend on everyday for communication access and learning. This chapter addresses the following questions regarding the development and implementation of C-Print. Why is there a need for the system? How does C-Print work? What have been the phases in creating the current system? What is the research evidence regarding its effectiveness and limitations? How might the system change in the future as new technologies emerge

Analysis of Successful Initiations of Three Children With Hearing Loss Mainstreamed in Kindergarten Classrooms

This is the published version, also available here: http://dx.doi.org/10.1044/0161-1461.2601.45.The communicative interactions of three mainstreamed children who are deaf or hard of hearing (deaf/HOH) were investigated. These children were matched with a classmate who had normal hearing (NH) according to chronological age, sex, race, and socioeconomic status (SES). All subjects were white females approximately 5 years of age. The subjects were videotaped while involved in normal classroom activities. The videotaped interactions were coded for: (a) activity, (b) play level, (c) partner, (d) interactive status, and (e) mode of communication

College Students’ Perceptions of the C-Print Speech-to-Text Transcription System

C-Print is a real-time speech-to-text transcription system used as a support service with deaf students in mainstreamed classes. Questionnaires were administered to 36 college students in 32 courses in which the C-Print system was used in addition to interpreting and notetaking. Twenty-two of these students were also interviewed. Questionnaire items included student ratings of lecture comprehension. Student ratings indicated good comprehension with C-Print, and the mean rating was significantly higher than that for understanding of the interpreter. Students also rated the hard-copy printout provided by C-Print as helpful, and they reported that they used these notes more frequently than the handwritten notes from a paid student notetaker. Interview results were consistent with those for the questionnaire. Questionnaire and interview responses regarding use of C-Print as the only support service indicated that this arrangement would be acceptable to many students, but that it would not be to others. Communication characteristics were related to responses to the questionnaire. Students who were relatively proficient in reading and writing English, and in speech-reading, responded more favorably to C-Print

Schooling

Produced by Center on Disabilities, University of Hawai'i at Manoa, Honolulu, Hawai'i, Frank Sawyer School of Management, Suffolk University, Boston, Massachusetts and The School of Social Sciences, The University of Texas at Dallas, Richardson, Texas for The Society for Disability Studies

Planning Accessible Meetings and Conferences: A Suggested Checklist and Guide – Updated November 2020

This checklist has been updated from the original 2014 version to include online meetings and conferences guidelines. It is designed to help any person, group, or organization plan a meeting or conference that is inclusive and welcoming for everyone. It offers helpful suggestions in many areas of event planning, including online meetings and conferences, choosing a location, using respectful language for registration questions about accommodations, and tips on providing refreshments and meals at in-person meetings/conferences

Accuracy of Sign Interpreting and Real-Time Captioning ofScience Videos for the Delivery of Instruction to Deaf StudentsAccuracy of Sign Interpreting and Real-Time Captioning ofScience Videos for the Delivery of Instruction to Deaf StudentsAccuracy of Sign Interpreting and Real-Time Captioning of Science Videos for the Delivery of Instruction to Deaf Students

The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms. Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined. The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted).Data were collected via transcripts completed by CART (computer assisted real-time captionists) or through videos of sign language interpreters. All participants were required to listen to and translate these NASA educational videos with no prior experience with this information so as not to influence their delivery. CART personnel using captions were found to be significantly more accurate in the delivery of science words as compared to the sign language interpreters in this study