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Captioning in My Classroom?

 

By Vykki Ruvalcava, Associate Professor  
Cerritos College  
11110 Alondra Boulevard  
Norwalk, CA 90650  

 

  1. What is realtime captioning/classroom captioning  and how does it relate to the Americans With Disabilities Act?

Realtime captioning (often referred to in education as classroom captioning) is the use of a court reporter and a laptop computer to take notes for a deaf or hard-of-hearing student in the classroom.  Deaf and hard-of-hearing students who are fluent in sign language most often request a sign language interpreter, but those who aren’t fluent in sign language – such as those who lose their hearing later in life – often prefer a realtime captionist so they can read everything they can’t hear.  The realtime captioner takes down the comments of the teacher, the students, and any other oral interaction so the student can essentially have equal access in the classroom.  

            The Americans With Disabilities Act mandates that students with disabilities be supplied with the means necessary for them to learn and participate in a class.  Sometimes this is a notetaker, sometimes it is someone who produces C-Print, sometimes it is a sign language interpreter, and sometimes it is a realtime captioner.  Students using realtime captioners are benefiting so much from the experience, the use of realtime captioners is growing rapidly. 

Realtime captioners also can take notes that can be generated in Braille.  The possibilities and the use of realtime captioners is growing rapidly.

 

2.      Why would I ever have captioning in my classroom?

  If any student with disabilities requests a realtime captioner for your class, every effort will be made to fulfill that request.  The student has the right to use the tools he or she needs to learn.  You may find yourself with a  realtime captioner in your classroom sooner than you think.

   

3.      What does a realtime captioner look like?  

A realtime captioner is a court reporter who brings with them a stenotype machine and cables and a laptop computer so that the deaf or hard-of-hearing student can read the English on the laptop of what’s occurring in the classroom.  Usually the realtime captioner needs to have a power supply, so they may set up near a power outlet and usually toward the front of the room.  The student sits next to the realtime captioner and reads the screen.  The realtime captioner usually tries to dress casually so as to fit in with the students.  In some classes the realtime captioner appears to be a student with a computer and is often mistaken for one of the students.

   

4.      What does a realtime captioner do?

 

A realtime captioner keys in what the instructor is saying and  tries to capture any motions or occurrences in the classroom that the deaf or hard-of-hearing student otherwise would miss out on.  The captioner writes the questions other students ask when they question the instructor or have discussions in class, groups, or among themselves.  The purpose of the realtime captioner is to include the deaf or hard-of-hearing student in all that is going on.

 

  5.      How do I best work with a realtime captioner?

 

This is a great question.  When you think about it, you and the

realtime captioner should work together for the benefit of the student

requiring the services.  The best way to do that is to communicate, to

have a basic understanding of what the realtime captioner is doing, and to

work together.  For example,  realtime captioners need to enter the words

for the vocabulary for your class into their dictionary so when they write in

steno, the proper corresponding English will appear on the screen for the

student.  The office for students with disabilities on your campus may very

well have given the realtime captioner your syllabus, some of your

handouts, and a copy of your textbook to prepare for the class.  By having

an understanding of what the realtime captioner is doing, you can further

assist the process by sharing any pertinent information in advance of the

lessons, if you are able.  Just as when you have a sign language

interpreter in your class, it is good to be aware that somebody is trying to

keep up with and interpret what you are saying. 

            Having a realtime captioner in your class doesn’t have to change

 the way you do anything at all.  It just makes for a nicer working

relationship for you, your student, and the realtime captioner if you are

all aware of each other’s roles.


6.      What rights does my student have regarding realtime captioning?

 

Your student has a right to request this service and have it

supplied.  At some schools, students are provided an ASCII disk with the

notes on them.  In other schools, no notes are provided to the student. 

You will have to check on the individual guidelines in your district. 

 

 

7.  What rights do I have regarding realtime captioning?

 

Generally, if the student is supplied notes, they are the student’s

personal notes and not to be sold or distributed to other students without

prior approval or permission.  You, the instructor, can simply request that

the student keep their notes confidential.

You may also authorize sharing of the notes, and in some instances instructors have requested copies of all realtime captioning notes for their own purposes (lecture and book preparation, etc.)  In some jurisdictions instructors allow the notes to be sold to the class as a fundraiser to provide more services to the disabled students.  Check your district policy and think it through for yourself to see how you feel about your lectures being recorded.  You do have a lot of control over the situation.  You simply need to understand what the options are.

 

 

  1. Onsite captioning.

 

Onsite captioning is where the realtime captioner sits in the

classroom next to the student they are servicing.

 

 

  1.  Remote captioning

 

Remote captioning is a logistical setup wherein the instructor is

wired to a microphone, audio feed goes out to the realtime captioner at

some other location, realtime translation is made, and the English is

modemed back to the student’s laptop in the classroom.  The realtime

captioner is never seen, but a lot of equipment needs to be set in place.

 

 

  1.  What are the ethics of captioning?

 

The ethics of captioning are identical to the ethics of sign language

and other interpreters for the disabled.  Confidentiality is primary. 

Servicing the client’s needs is the focus.  The realtime captioner may not

be a student in the class.  They are there to service a disabled student. 

All attempts are made not to disrupt the class or interfere with the

instructor while providing service.

Find more information at:

 

 http://www.rid.org/code.html

            and

http://www.zak.co.il/deaf-info/old/interpreters.html#ethics

 

 

Table 1   http://www.zak.co.il/deaf-info/old/interpreters.html#ethics

 

(Contributed by Christine Lange <lange@vnet.net> at 16 Oct 1995.)

In the book, _Interpreting: An Introduction_, Nancy Fishberg explains that when the decision is made to involve and interpreter, the clients enter into an act of trust. They trust that the interpreter will be accurate and that the interpreter will admit or acknowledge when the situation requires skills, background, or preparation that he or she does not have. They trust that the interpreter will not bcome emotionally involved in the issues to the detriment of the interpretation. They trust that the interpreter will be discreet about the knowledge acquired during the interpretation or as a result of the interpreting situation.

People who perform interpretation and who violate the trust placed in them do a disservice not only to themselves but to the whole of this growing profession. Since the profession is relatively young, and most of the occasions for people meeting an interpreter on the job are not in the public eye, a single interpreting assignment is an opportunity for enhancing the lay person's view of interpreters and interpretation.

The Code of Ethics drawn up by the Registry of Interpreters for the Deaf, Inc. simply serves as a reminder of this trust, and as an encouragement for professional treatment of professional behavior. The following principles of ethical behavior protect and guide the interpreter/transliterator, the consumers (hearing and deaf/hoh), and the profession as well as ensures for all the right to communicate.

  1. Confidentiality - Interpreters shall not reveal information about any assignment, including the fact that the service is being performed. Even seemingly unimportant information could be damaging in the wrong hands. Therefore, to avoid this possibility, interpreters must not say anything about any assignment. In cases where meetings or information becomes a matter of public record, the interpreter shall use discretion in discussing such meetings or information. This includes information about name, gender, age, etc of the consumer, day of week, time of day, time of year the situation took place, location (including city state or agency), other people involved, and basically unnecessary specifics about the situation.
  2. Accuracy - The interpreter shall render the message faithfully, always conveying the content and the spirit of the speaker, using language most readily understood by the person(s) whom they serve. Interpreters are not editors and must transmit everything that is said in exactly the same way it was intended. This is especially difficult when the interpreter disagrees with what is being said or feels uncomfortable when profanity is being used. Inerpreters must remember that they are not at all responsible for what is said, only for conveying it accurately. If the interpreter's own feelings interfere with rendering the message accurately, he or she shall withdrawal from the situation.
  3. Impartiality - The interpreter shall not counsel, advise, or interject personal opinions. Just as interpreters may not omit anything which is said, they may not add anything to the situation, even when they are asked to do so by other parties involved. An interpreter is only present in a given situation because two or more people have difficulty communicating, and thus the interpreter's only function is to facilitate communication. He/she shall not become personally involved because in doing so, he/she accepts some responsibility for the outcome, which does not rightly belong to the interpreter.
  4. Proficiency - The interpreter shall accept assignments using discretion with regard to skill, setting, and the consumers involved. Interpreters shall only accept assignments for which they are qualified. However, when an interpreter shortage exists and the only available interpreter does not possess the necessary skill for a particular assignment, this situation should be explained to the consumer. If the consumers agree that services are needed regardless of their skill level, then the available interpreter will have to use his/her judgement about accepting or rejecting the assignment. Certain situations may prove uncomfortable for some interpreters and clients. Religious, political, racial or sexual differences, etc., can adversely affect the facilitating task. Therefore, an interpreter shall not accept assignments which he/she knows will involve such situations.

Interpreters shall generally refrain from providing services in situations where family members, close personal or professional relationships may affect impartiality, since it is difficult to mask inner feelings. Under these circumstances, especially in legal and medical situations, the ability to prove oneself unbiased when challenged is lessened.

  1. Compensation for services - Interpreters shall rquest compensation for services in a professional and judicious manner. They shall be knowledgable about fees which are apropriate to the profession, and be informed about the current suggested fee schedule of the national organization. A sliding scale of hourly and daily rates has been established for interpreters in many areas. To determine the appropriate fee, interpreters should know their own level of skill, level of certification, length of experience, nature of the assignment, and the local cost of living index.
  2. Discreetness - Interpreters shall function in a manner appropriate to the situation. They shall conduct themselves in such a manner that brings respect to themselves, the consumers, and the national organization. The term 'appropriate manner' refers to: (a) dressing in a manner that is appropriate for skin tone and is not distracting and (b) conducting oneself in all phases of an assignment in a manner befitting a professional.
  3. Continuing Education - Intepreters shall strive to further knowledge and skills through participation in workshops, professional meetings, interaction with professional colleagues, and reading current literature in the field.

Copyright Notice

This document Copyright (C) 1995,1996, all rights reserved. Redistribution of this document is hereby freely granted as long as:

  1. You redistribute this document in its entirety (here interpreted as all text which was not automatically generated by software as part of the distribution process); in particular, with attributions and this copyright notice.
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  1.  How can I think outside the box?

 

One instructor asked realtime captioners to provide their notes to

him so he could post the lectures on the Internet (with a little editing) for

the rest of the class.

            What ways can you think of to make the most out of this service?

 

 

  1. How can I get more information?

 

Check out my Web site.  There is some detailed information about

Captioning, including classroom captioning.

 

            www.cerritos.edu/vruvalcava/captioning         J

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