published: Spring 1998

ENTERING THE 21ST CENTURY WITH REAL TIME CAPTIONING

Persons in the deaf and hard of hearing community have a new service at their fingertips or, more accurately, at the fingertips of another. Real Time Captioning (RTC) is a relatively new service available to individuals who are deaf or hard of hearing. RTC involves the services of a court reporter, a laptop computer with specialized software and an interested student who is hearing impaired. The concept of RTC can be compared to the closed captioning services provided on television or video as a service to individuals who are deaf or hard of hearing. The difference is that RTC is used in a classroom setting with a laptop computer in place of the television.

The use of Real Time Captioning in schools is primarily used with individuals who are deaf or hard of hearing, are oral and may not use sign language. Many candidates for the use of RTC successfully use a combination of speech reading, hearing aids and auditory systems throughout their school careers but eventually "hit a wall of words" as course content becomes increasingly more advanced and complex. Similar to a Sign Language Interpreter, the Real Time Captioner has specialized skills that aid in the communication of what is being said in the classroom to the individual using the service. Both specialists convey the "spirit" of the speaker, however, the RTC is actually typing a transcript and conveying key points by using a variety of word processing software features. Software on the student's laptop computer allows the student to highlight information while the transcript is being typed thereby fostering independent note taking skills.

A team assessment for the service is an essential component in evaluating to see if a student would benefit from RTC. The student's reading and comprehension level must be at a conversational pace. The student must also be capable of responding to and gaining meaning from closed captioning TV. Most important is the student's motivational level and willingness to participate. Courses need to be carefully evaluated to ensure that they are RTC-friendly and lend themselves positively to the RTC environment. For example, courses that rely primarily on lecture are courses in which RTC would be used most effectively.

Once the team substantiates the need for RTC and incorporates the service into the IEP, the real work begins. Since RTC, like a Sign Language Interpreter, can be intrusive, if not threatening, to a classroom teacher, training and in-servicing is extremely important. Teachers who will have the RTC should be a part of the IEP process as soon as possible so that coordination of services runs smoothly. As with any specialized service, an in-depth orientation prior to the beginning of the school year should be made available to all the staff members who will be working with the student. Roles and responsibilities can then be clearly delineated and questions can be answered to everyone's satisfaction.

Teachers are especially sensitive to this service since the RTC will type an actual transcript of what is being taught in the classroom. An assurance needs to be signed by the school district that indicates that the RTC service is not an observer of teacher performance but rather a neutral party employed to communicate the course content to the individual who is deaf or hard of hearing. In fact, the transcripts are the property of the RTC service provider and they are not available to any party except the student. Teachers, in turn, must agree to provide the service provider with lesson plans, content specific vocabulary and any changes to the schedule that would affect the RTC. Students also have a responsibility in the process. Since a printed transcript could be a very "popular" property, the student using the service also signs an assurance indicating that the transcript will be kept private and will be destroyed after a period of time. All of these assurances need to be developed and agreed upon before the beginning of the school year and can be individualized to meet the unique need of any school system and student.

As with any related service provided to students with exceptionalities, on-going evaluation is necessary. Feedback from the staff, student and family is essential. The team needs to assess if the student is grasping the information at an improved rate since the start of RTC. By examining tests, quizzes and other assignments the team is able to determine if the service is of value.

Real Time Captioning is a new and exciting service for the population who are deaf or hard of hearing. It can be used as an alternative to Sign Language for those individuals who are oral and/or have lost their hearing later in life.

For more information on Real Time Captioning contact: www.captionlist@eclipsecat.com
or Break Record: www.76469.767@compuserve.com

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