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Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook
for Disability Services Using
Transcribing
Prepared by: Post-Secondary
Communication Access Services
January 2015
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
2015 by
British Columbia Institute of Technology
and Ministry of Advanced Education
All rights reserved. No part of this module may be reproduced
in any form, without permission in writing from BCIT.
© Material subject to copyright has been reproduced under
license from Access Copyright. Resale or further copying of
this material is strictly prohibited.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
TABLE OF CONTENTS
Section 1: Transcribing Services - Introduction ........................................................................4
What is Transcribing? ................................................................................................ 4
Types of Speech-to-Text Services ............................................................................. 4
Service Decisions ...................................................................................................... 6
What are the advantages of using Transcribing? ....................................................... 8
Section 2: Getting Started with TypeWell ...............................................................................11
Recruiting Trained Transcribers............................................................................... 11
Recruiting/Training Transcriber Trainees ................................................................. 11
Job Description, Code of Ethics, and Compensation ............................................... 13
Notes ....................................................................................................................... 14
Equipment ............................................................................................................... 15
Section 3: Service Provision ....................................................................................................17
Funding ................................................................................................................... 17
Scheduling and Teaming ......................................................................................... 18
Preparation and Editing Time .................................................................................. 20
Instructor Support .................................................................................................... 22
Service Evaluation ................................................................................................... 23
Institutional Transcribing Guidelines and Procedures .............................................................24
Conclusions ..............................................................................................................................25
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •4
Section 1: Transcribing Services - Introduction
What is Transcribing?
Transcribing is a Speech-to-text Service. How would I explain “speech-to-text services” to an
administrator or instructor?
All speech-to-text options, exactly as the title suggests, provide a record in text of the speech which a
student who is deaf or hard of hearing would otherwise miss.
Types of Speech-to-Text Services
CART: (Computer Assisted Real-time Translation) is a verbatim service like court reporting. It
uses special equipment, requires extensive training, and takes two to six years for service
providers to become proficient.
Transcribing/Text Interpreting: provides all the meaning in fewer words. In other words, it is a
‘meaning-for-meaning’ service. C-Print is phonetically based and TypeWell is based on spelling.
For a more detailed outline of the differences between verbatim and meaning for meaning
transcription see http://www.typewell.com/meaning.html.
Voice Recognition: Software is used to create a text document based on speech either recorded
directly by the instructor or by a "shadow speaker" who repeats everything that is said. However,
at this point, the error rate is too high, particularly with multiple speakers, to ensure adequate
accuracy for communication access in post-secondary classrooms. With multiple speakers (e.g.
multiple lecturers) voice recognition is particularly problematic and it is generally not possible to
capture class discussion.
CART or transcribing provide a much higher level of communication access than note-taking, which
generates reminders of what was said or discussed in class. Note-taking is a necessary service and can
provide a useful supplement to other accommodations: some students can gain adequate access to
communication via FM systems plus note-taking. However, each situation has to be assessed on a case-
by-case basis: in some situations, note-taking, even with FM, may not meet the legal requirement for
communication access.
In BC, research into the various speech-to-text options and pilot implementation research have led to a
focus on expanding TypeWell transcription services, as a complement to CART which continues to be
used where needs and preferences dictate. With TypeWell, a trained transcriber uses specialized
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •5
software to type all the key points from the verbal interactions in the class, and the student reads this
transcript on a linked laptop computer. This allows students to fully participate as they have access
to the entire class interaction including other student comments and group discussions. Students
who have difficulty with speech can type their comments, which are then voiced by the transcriber.
See http://www.typewell.com/home.html and watch the PCAS video at
http://www.bcit.ca/pcas/speechtotext.shtml to learn more about TypeWell services.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •6
Service Decisions
Do I have to provide this service?
It is important to remember that this is generally not an optional service. Students who are deaf or hard
of hearing must be provided with communication access.
It is critical to identify all the communication options for the student, evaluate each student and class
(e.g. technical complexity, course delivery method) in terms of student access and cost effectiveness,
then make a decision regarding the most appropriate option.
American Sign Language (ASL) users often like to have notes to complement the information received
through ASL interpreting. In some situations, ASL users may feel that transcribing meets their needs
more effectively than an interpreter for all or part of a particular class. Some students may be late-
deafened and not know sign language at a level sufficient to ensure communication access in a
classroom, so ASL may not be an option.
Why can’t I use a note-taker?
Maybe you can. Does the student have other supports or options? For example, if the student has
sufficient residual hearing, is skilled at speech reading and has hearing aids and/or an FM system, it is
possible that the addition of a peer note-taker will meet the test of ensuring equality of access. Peer note-
taking cannot be relied upon to provide an accurate or complete record of lectures and in-class
communication, however, so unless students are able to compensate for this through residual hearing or
other means, note-taking alone is not sufficient.
Not only does each student have to be evaluated, each class that the student is enrolled in also has to be
evaluated to determine the most appropriate service option. It is important to remember that what works
for a student in one class may not be appropriate for the same student in another class. Remember
PCAS is available to assist you by telephone or e-mail with making accommodation determinations.
How do I decide which service or technology is going to be best for my student?
Each student and course must be considered individually. Factors to consider include:
ASL: Does the student prefer and have proficiency in ASL? Are there ASL interpreters available
in your region? Is ASL sufficient or does the student also need an accurate transcript?
English Literacy: Can the student read at a high enough level to make speech-to-text service
effective? At least a Grade 6 reading level is generally required for successful use of transcription
in a post-secondary setting.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •7
Residual Hearing: Does the student have sufficient residual hearing to rely on "accessing" the
instructor's speech directly? If not, can speech reading be supplemented with hearing aid(s) and
an FM system? Will this work for class discussions or when other students ask questions
(particularly if this is a class where discussion is integral)? Can the student voice his or her own
questions?
CART: Is the nature of the class such that the student requires every single word recorded (e.g., a
highly technical class where verbatim accuracy is essential)? Does the student require a verbatim
transcript of the class: i.e. word-for-word rather than meaning-for- meaning?
Transcribing: Does the student need real-time visual access and notes which capture the
meaning of lectures and discussion, rather than every word as in CART?
See http://www.typewell.com/alternatives.html for further discussion of choosing the best
alternative in each situation.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •8
What are the advantages of using Transcribing?
There are several:
It provides full access to the entire class including class discussions and environmental cues
(intonation, changes in physical setting, laughter, etc.), not just the lecture component.
It provides an effective means for students who cannot voice for themselves to ask questions and
participate in the class.
It is portable, thus can be used in labs and other settings outside the classroom.
The transcript which is generated provides a much more complete and accurate record for
students than note-taking, and a more concise and useable record than verbatim transcripts
provided through real-time recording.
ASL alone does not generate a transcript so students are left without notes or with peer notes
which may be inadequate.
It is cost effective: the cost of training transcribers and the cost of the equipment/software are
reasonable, and service provider wages are generally less than for other communication access
options.
The biggest selling point is that students really like it because it works for them. Students report
that they had no idea how much they were missing before receiving transcribing services. Even
fluent ASL users like the advantage of receiving a complete but concise transcript at the end of a
class.
See http://www.typewell.com/why.html for an analysis of why TypeWell is preferred by many students
and post-secondary institutions.
See http://www.bcit.ca/pcas/speechtotext.shtml for a video that overviews the services and includes
student testimonials.
TypeWell sounds great, but there’s a lot to learn, equipment to purchase and transcribers to
train. We have managed o.k. so far; why should we bother with this?
TypeWell is a cost effective means to promote student success, and should be considered as one option
in a range of choices.
From a legal perspective:
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •9
Provision of communication access is not optional.
Each student’s needs must be considered individually, thus the more options available, the greater
the chance of making a suitable service match.
Students may not be aware of how much information they are missing. It is risky to assume that
student needs and the institution's legal responsibilities are being met simply because students are
not complaining.
From a student success perspective:
Transcribing has been demonstrated to meet students' learning needs and provide a level of
communication access not previously available to them.
It is difficult to know when we are not meeting student needs. Students are often unaware how
significantly their hearing loss is affecting their learning until they experience the effectiveness of
transcription.
One size simply does not fit all. The more resources available, the greater the likelihood that
students’ needs will be met.
From a budgetary perspective:
The costs are generally less than for interpreting and much less than for verbatim speech-to-text
options.
While note-taking is less expensive, even when supplemented with FM systems it may not meet
student needs or satisfy the legal requirement for communication access. Case-by-case
assessment of needs is essential.
It is more cost effective to provide a service that meets the student’s learning needs than spending
money on a less costly service which is not effective and might cause a student to fail and have to
redo the class.
I have very little time, what’s the fastest way to learn everything I need to know?
Much of what you need to know to get started using TypeWell is on the website:
http://www.typewell.com/home.html. Additional resources can be found at the PCAS website
http://www.bcit.ca/pcas/disabilityserviceadmin/hiring.shtml and you are encouraged to watch the video
also found on PCAS’s homepage: http://www.bcit.ca/pcas.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •10
We are hopeful that, with the available resources plus ongoing support from PCAS, any start-up
issues you encounter will quickly be resolved.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •11
Section 2: Getting Started with TypeWell
Recruiting Trained Transcribers
You may not have to sponsor someone for training if qualified service providers are already available in
your region. Post the position by sending the job details to pcas@bcit.ca; see
www.bcit.ca/files/pcas/pdf/post_to_jobsline_revised.pdf for more information about posting jobs. It is
always possible that a transcriber from outside your region might be willing to relocate if it appears that
there will be fairly consistent work available.
Recruiting/Training Transcriber Trainees
With funding provided by the Ministry of Advanced Education in 2009, PCAS has developed extensive
resources to assist with recruiting and selecting transcriber trainees. See
http://www.bcit.ca/files/pcas/pdf/transcriber_recruitment_and_training_project.pdf for an overview of
the recruitment and training project and a description of the available resource documents.
The following documents are available to assist with development of materials tailored for individual
institutions.
Recruitment
Recruiting Transcriber Trainees: Recommended Attributes and Recruitment
Considerations
Recruitment Responsibilities
Targets for Recruitment and Where to Advertise
Detailed Job Notice
External Job Posting
Selection
Steps in Transcriber Sponsorship Selection
Pre-Screening Checklist for Disability Services
Self-Screening Checklist for Candidates
Reference Check Template
Note: Interview Questions are available from PCAS
General
Questions and Answers
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •12
See the resources on the PCAS website to assist with recruitment:
http://www.bcit.ca/files/pcas/pdf/transcriber_trainee_recruitment.pdf.
If we have to pay to train someone to provide transcribing, is this still a cost effective option for
the institution?
Check http://www.typewell.com/adminfaq.html to get the current training fee rate. The training is all
done on-line so there are no transportation or accommodation costs. Costs for training include the tuition
as well as possible payment for mentoring from an experienced transcriber. Currently, equipment is
available through Assistive Technology BC (ATBC).
If you are sponsoring someone who already works at your institution, you may be responsible for
providing study time to complete the course during work hours.
Even if all these costs must be covered, TypeWell may still be a less expensive option. See
http://typewell.com/for-coordinators/cost-estimator for a cost comparison based on typical US costs.
I need several more transcribers, but since I can’t guarantee work hours I am finding it difficult
to recruit. What can I do?
If you are committed to transcription, and you have current and upcoming students whom you know will
benefit from the service, plan ahead. One US university trains several first year students each year,
resulting in a pool of transcribers to draw from. This model may work for you if students typically
remain at your institution for several years.
If you are willing to pay for the training, you will have a larger number of interested applicants since this
is a valuable job skill for other sectors as well as the post-secondary system. You may want to recruit
current employees who are part-time and would like to gain another skill set and additional hours, or
retired employees still wanting some work. They will know your environment and student group, and
you will know them well enough to confidently invest in their training.
Graduates who do not use their skills right away can benefit from mentoring, purchasing TypeWell
software that they can use for everyday communication in order to keep their skills up (see
http://typewell.com/everywhere.form) or taking advantage of the refresher course available through
TypeWell: http://typewell.com/learning-center/courses/refresher-course
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •13
Job Description, Code of Ethics, and Compensation
Is there a transcriber Job Description available?
A job description is available at the PCAS website
http://www.bcit.ca/files/pcas/pdf/transcriber_job_description_mar_2012.pdf. It is intended that you
modify this job description as appropriate to your institution.
Guidelines for the provision of transcribing services are also available at
http://www.bcit.ca/files/pcas/pdf/transcribing_guidelines_mar_2012.pdf
TypeWell has developed a Code of Ethics for transcribers, which is available at
http://typewell.com/ethics.html.
All of these documents are updated periodically so it is best to access the most recent versions from the
websites.
Is there a suggested salary scale available?
Many factors may influence salary including collective agreements, type of contracts used in your
institution, previous professional experience of the transcriber relevant to the assignment, etc. Please
contact PCAS if you would like to discuss pay issues specific to your institution.
Although it is up to each institution how much it pays any service provider, including transcribers,
exceeding the usual pay levels creates problems in terms of precedents. It also creates problems in terms
of the promotion of transcribing as a cost effective communication access option.
The transcriber is also an ASL interpreter. How do I determine the pay rate for a transcribing
assignment, if the student does not use any interpreting?
Generally speaking, pay level is matched to the skill set required by the position. Each case will have to
be evaluated on an individual basis looking at the qualifications of the service provider and comparing
them to the complexity of the assignment.
You may also encounter requests by transcribers who are not interpreters to be paid at the same rate as
interpreters, and will also need to evaluate these on a case-by-case basis. However, the difference
between the intensive three year training of interpreters and the relatively short term (though intensive)
training for transcribers should generally be sufficient to explain the difference in pay level.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •14
Notes
Do the transcriber’s notes have to be edited or can the student receive them immediately after
class on a flash drive?
If you are providing the service because a student requires visual access to the spoken material, the
words on the monitor meet the basic requirement for access. However, notes in some form must also be
provided and the TypeWell notes are more comprehensive and accurate than peer notes. Further, notes
are generally edited to ensure their quality.
There are, however, advantages to students receiving unedited notes. When students are active learners
they retain more information: the act of editing can be an extremely valuable learning experience.
Additionally, receiving the notes on a flash drive at the conclusion of each class allows for immediate
review, which learning theory suggests is another critical factor in long term retention of new material.
It is advisable that Disability Services encourage students to access the notes immediately after class,
and to review and edit them as part of their studying process. When students receive unedited notes, the
transcriber must ensure that he/she follows transcribing protocol by first removing any student names
and/or comments that relate to behavioral or disciplinary concerns that could be considered a breach of
privacy.
Most students will want edited notes even if they are also receiving an unedited version, and should
generally be provided this within 24 hours. Instructors may also wish to have a copy of the edited
notes; it is up to each institution weather transcripts are shared with instructors. Additionally a copy
should be kept on file to provide a record of the transcript in the case of student appeals (e.g. if the
student asserts that flawed notes contributed to poor academic performance) and to assist with
assessing service quality.
There are some situations where edited notes are particularly important, for example:
the student has a dual disability, e.g. hearing loss plus learning disability/ADHD/head
injury.
learning a precise technical vocabulary is part of the course.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •15
Equipment
What do I need to know about equipment to get started?
The specifications for hardware and software can be found on the TypeWell website
http://typewell.com/tech.html. The linking method used between the transcriber’s computer and the
student’s will be based on the version of TypeWell on the transcriber’s computer as well as on student
preferences. Currently, only TypeWell Premium V7 software supports web linking whereby a student
can link to the transcriber’s laptop on their own reader device. Premium V7 also allows for students to
link to the transcriber’s laptop via an internal linking system built into the software and does not depend
upon a campus-based wireless internet connection. Transcribers will be trained in setting up the links
required to provide this service to the students. Should you wish to review the variety of linking options
available, please use the following link:
http://support.typewell.com/customer/portal/topics/103916-linking/articles
Institutions may be able to access equipment and software through ATBC's institutional loan program
(PILAT) or individual students may qualify for grants to fund equipment purchase. Check ATBC's
website for up to date information: http://www.at-bc.ca/; contact ATBC for support in making
equipment decisions.
If institutions anticipate an ongoing need for TypeWell services, it may be advisable to purchase at least
one complete set of equipment consisting of one student machine, one transcriber machine, software,
roller bag, and transcriber computer stand. This also provides back-up equipment should ATBC
equipment not be available or need to be returned for repair.
Work with ATBC if buying equipment. They will consult regarding effective and economic options for
purchase. In consultation with ATBC, consider low cost laptop computers for students, depending on
their needs and preferences. You do not need to buy top of the line equipment: smaller, lightweight
machines are best. Nothing is necessary beyond wireless capability as the machines are used only for
basic word processing.
Virus protection software that runs in the background will interfere with the TypeWell program, thus
should not be installed. When using a laptop with traditional peer-to-peer link, students must be advised
that the equipment cannot be used for email under any circumstances, and that they should not add to or
modify the programs on the Reader laptop.
Our computer services department is so over-worked that they are not very responsive to our
requests for assistance. How can I get them onside?
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •16
They may not understand the legal nature of the Duty to Accommodate. When setting up the service,
you may want to deal with the manager of the computer services department, and it may be appropriate
for your administrator to get involved. Offer to speak at a computer services staff meeting to explain the
access issues related to service provision and the consequences to the student when equipment is not
working. Ask what works for them in terms of emergency repair issues. Discussing issues face-to-face is
generally more effective than relying on email.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •17
Section 3: Service Provision
Funding
How do I pay for this service?
See www.bcit.ca/files/pcas/pdf/funding.pdf for a discussion of funding options for communication
access services. Also see: http://www.aved.gov.bc.ca/adultspecialed/resource/funding.htm for current
information on funding available to students with disabilities.
Funding programs and parameters change, but at the time of posting this document the following
possibilities existed:
If the student is eligible for the Canada Student Grant for Students with Permanent Disabilities
(CSG), the student laptop and software may be covered along with the hourly costs for the
transcriber (to the CSG funding maximum).
You may be able to obtain short-term loans from ATBC’s institutional loan bank program
(PILAT) for both transcriber and student machines.
If the student receives federal disability funding, this may pay for equipment/services.
ICBC, WorkSafe BC, and insurance company clients may have funding that can be targeted for
transcription services.
However, if the student needs the service and none of these options are viable, the institution is
responsible for funding.
My institution is reluctant to spend the money needed for equipment and transcriber training
even though I have several students I am sure could benefit. How do I convince administrators?
It is hard to comprehend something that you have never seen in action, and it is often hard to appreciate
a student need if you don’t understand the need or know the student. Call or email PCAS to arrange a
demonstration of TypeWell for senior administrators in your institution, or arrange for a viewing of the
PCAS video (http://www.bcit.ca/pcas/speechtotext.shtml).
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •18
Scheduling and Teaming
Are there guidelines available for scheduling practices such as teaming (providing more than one
transcriber in a class) and allowance for preparation and editing time?
Transcription service provision must be managed on a situation-by-situation basis to ensure that student
needs are met and costs are contained. Some suggestions for maintaining quality service provision while
managing costs are provided below. See also
http://support.typewell.com/customer/portal/articles/1253685-scheduling-transcribers
Teaming
Teaming may be essential to protect transcribers from experiencing repetitive strain injuries.
However, the need for teaming must be determined on a case-by-case basis.
Consider:
advocating with instructors to ensure adequate breaks in classes over one hour; this can reduce
the need for teaming;
providing teaming for classes less than 90 minutes only under special circumstances (e.g. highly
technical content; a new teamer needing support/mentoring). This does not mean that all classes
over 90 minutes need teaming, however. As with all service provision, the key is to understand
the class format, complexity of the content, the instructor’s style of delivery, his/her pacing of the
lecture, the degree of group interaction/discussion, student and service provider skills, etc.;
providing "floating teamers" who move between classes to allow more than one other transcriber
to take a break;
scheduling "sequential teaming", where teamers are not in the class at the same time except for an
overlap period in the middle.
When possible, it is generally best not to schedule back-to-back classes unless teaming is available.
TypeWell provides suggestions regarding teaming: see http://typewell.com/teaming.html. The BC Post-
Secondary Transcribing Guidelines
(www.bcit.ca/files/pcas/pdf/transcribing_guidelines_mar_2012.pdf ) also provide guidance related to teaming, emphasizing the need to assess each situation individually
and to reassess when there are changes.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •19
Scheduling
It is inevitable that schedules will change. Policies to manage scheduling are essential. Consider, for
example:
limiting call out pay (i.e. pay when classes or courses are cancelled) to the minimum allowed
under the Labour Standards Act (2 hours) or institutional collective agreements;
assigning other duties when courses/classes are cancelled (e.g. prep or editing; transcribing
videos; adding teaming to a class where it was not provided; completing independent PD;
providing mentoring to a relatively new transcriber or shadowing a more experienced one).
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •20
Preparation and Editing Time
Case-by-case decision-making is essential.
Preparation and editing time may be unnecessary or minimal for familiar and/or basic courses;
higher level or more technical courses may require more preparation and/or editing.
When required, preparation time may occur primarily at the beginning of the term and the amount
needed may decline over the term.
Experienced and more highly paid transcribers should generally require less preparation and
editing time.
Generally, the amount of preparation required depends on factors such as the degree of
specialized vocabulary, the pace/complexity of lectures, the clarity of the instructor, the course
format (e.g. the proportion of time spent on independent practice), and the availability of
materials for preparing, as well as the individual skills and background of the transcriber.
Matching transcribers’ experience, educational background, etc. to the assignment should reduce
preparation time.
Some preparation and editing can be done during the "down time" in classes (e.g. when students
are working independently on projects), if classes are cancelled, or if students don’t arrive for
class.
Students may not want/need edited notes: some want only to receive the flash drive immediately
after class and will edit the notes as part of their own studying although an edited copy should
generally be provided to the instructor and Disability Services regardless of student preference
In teamed situations, only one editor is required.
The only transcriber available says that she can’t work some classes without breaks. What do I
do?
First, check to be sure that the instructor is providing breaks in the class; if not, this may be the problem.
Consider a “floating teamer” (see above), or consider what services you would have provided had
transcribing not been available: e.g. a note-taker? Whatever it was, that service may be a viable back-up
option so the transcriber can take needed breaks. Problem-solve as a team with the student, transcriber,
and instructor, as creative solutions can often be found.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •21
I have two students requesting service and one transcriber; how do I decide who gets the service?
Each request must be evaluated on an individual basis. Schedules should be examined to see if
adjustments can be made to minimize competing time slots and to determine where the course content
most requires transcribing. A combination of skilled note-taking plus FM may suffice in some classes.
Remote transcribing service is not yet available within BC, but services are available from the United
States. Consult with PCAS if you are considering remote transcription.
The transcriber reports that the student seldom bothers to look at the screen during class. Should
I discuss this with the student?
Does the student have other communication options, e.g., speech reading, an ASL interpreter, or an FM
system? If so, the screen may just be a “visual confirmation” for missed information. If this is the case,
perhaps skilled note-taking would suffice for this student. Discuss options with the student.
The student says she loves the service, but often misses class or comes very late without notifying
the transcriber and I end up paying for services not delivered. What can I do?
This can be a major problem unless students understand their responsibilities before classes begin.
Addressing the issue is made simpler if you have a policy in writing: for example, requiring that a
meeting will be set up to discuss the issue after a set number of unarranged absences. It is also advisable
to have other work planned for the transcriber should absences occur.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •22
Instructor Support
Instructors should be notified that they will have a transcriber attending the class and that the student and
the transcriber will need copies of instructor-generated class materials. Instructors need information on
hearing loss, the Duty to Accommodate, and the accommodations provided through Disability Services,
particularly if this is the first time they have had a service provider in their classroom. They should also
be provided with an orientation to transcription and how it works, and may need to be reassured
regarding the notes and how they will be used and distributed.
Transcribers should receive a copy of the course syllabus before class starts, if possible, and if there is a
great deal of new vocabulary you may also need to obtain a copy of the text or a vocabulary list for the
transcriber in advance.
The transcriber needs to develop a good professional relationship with the instructor. Instructors can be a
valuable resource to the transcriber when they understand transcribing services and the role,
responsibilities, and duties inherent in the transcriber position. They can also be a valuable resource in
assessing the quality of service if they are provided with class transcripts.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •23
Service Evaluation
How do I know whether or not the transcriber is really doing a good job?
The first thought is usually to ask the student and, while you must do this and preferably get the
student’s comments in writing, don’t assume,- even if the student seems satisfied - that the service
actually is doing what it should do. Students may not know what they are missing.
Some other steps to take to ensure quality service:
sit in on a class yourself, watch the screen and review the notes. Meet with the student and the
transcriber to review the process.
ask the instructor to review a set of class notes.
ask teamed transcribers to transcribe at the same time and compare the notes.
ask the transcriber to do a written self-evaluation.
regularly collect transcriber notes to review, and archive for retrieval in the case of a student
appeal.
See also TypeWell's recommendations regarding Quality Assurance:
http://support.typewell.com/customer/portal/articles/1238217-quality-assurance and additional PCAS
suggestions: www.bcit.ca/files/pcas/pdf/evaluation_measures.pdf and the Transcribing Guidelines
http://www.bcit.ca/files/pcas/pdf/transcribing_guidelines_mar_2012.pdf
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •24
Institutional Transcribing Guidelines and Procedures
The more you have in writing, the easier it will be to resolve issues that arise. Basic parameters for
institutions, student users and transcribers have been identified in the BC Transcribing Guidelines
http://www.bcit.ca/files/pcas/pdf/transcribing_guidelines_mar_2012.pdf .
These Guidelines have been developed and revised with input from institutions across the Province.
They are not prescriptive, however, and should be modified to suit your institutional context. Some site-
specific issues which have been identified and may require written policy or procedures include the
following:
transporting/storing equipment (this can become time consuming and cumbersome for
transcribers if an efficient system is not determined at the outset).
some institutions keep a copy of all notes (the transcriber automatically downloads to a website at
the end of each day or downloads to a course disk) for backup, quality control, and appeal issues.
This is good practice: for example, if a student appeals a failing grade stating he/she did not
receive adequate notes, access to archived notes could be essential.
exclusive use of institutional or ATBC laptops for transcription only.
ethical dilemmas: e.g. Should the transcriber communicate with Disability Services if the student
is at risk of failing?
Note sharing: Instructors should be provided with a copy of the notes. Students must be advised
that they cannot share the notes with other students without discussion with Disability Services
and express permission from the instructor: notes are provided as an accommodation for the
individual student, and the contents of notes may be considered the intellectual property of the
instructor.
Typewell makes several recommendations regarding institutional policy development in support of
TypeWell implementation: http://typewell.com/sitepolicy.html.
Post-Secondary Communication Access Services British Columbia Institute of Technology
3700 Willingdon Ave
Burnaby, BC V5G 3H2 www.bcit.ca/pcas
Handbook for Disability Services •25
Conclusions
Transcribing is an effective option for students who are deaf or hard of hearing, allowing them to learn
and experience success in post-secondary classrooms to an extent many have never experienced. While
the system may seem complex, there are resources available to assist with every aspect of
implementation.
In addition to the links and information contained in this document, there is much more contained on the
TypeWell and PCAS websites. PCAS is available to provide assistance, as is ATBC in terms of
technology issues.
You are encouraged to use this Handbook as a means of becoming acquainted with the resources
available, but also to contact PCAS at any time should you have additional questions.
PCAS will continue to promote expansion of service in BC and development of Remote Transcription
services, and will also coordinate development of quality assurance tools to ensure that service delivery
remains effective. If there are other areas where support and development would assist in your
implementation of transcribing services, or if you would like to provide feedback regarding this
Handbook or PCAS initiatives to date, please let us know (email: PCAS@BCIT.Ca )
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