handbook disability services using transcribing...that they had no idea how much they were missing...

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

http://www.bcit.ca/pcas


3700 Willingdon Ave


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.



3700 Willingdon Ave


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



3700 Willingdon Ave


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


http://www.typewell.com/meaning.html


3700 Willingdon Ave



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.


http://www.typewell.com/home.html

http://www.bcit.ca/pcas/speechtotext.shtml


3700 Willingdon Ave



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.



3700 Willingdon Ave



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.


http://www.typewell.com/alternatives.html


3700 Willingdon Ave



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:


http://www.typewell.com/why.html



3700 Willingdon Ave



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.


http://www.typewell.com/home.html

http://www.bcit.ca/pcas/disabilityserviceadmin/hiring.shtml



3700 Willingdon Ave



We are hopeful that, with the available resources plus ongoing support from PCAS, any start-up

issues you encounter will quickly be resolved.



3700 Willingdon Ave



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 [email protected]; 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


http://www.bcit.ca/files/pcas/pdf/post_to_jobsline_revised.pdf

http://www.bcit.ca/files/pcas/pdf/transcriber_recruitment_and_training_project.pdf


3700 Willingdon Ave



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


http://www.bcit.ca/files/pcas/pdf/transcriber_trainee_recruitment.pdf

http://www.typewell.com/adminfaq.html

http://typewell.com/for-coordinators/cost-estimator

http://typewell.com/everywhere.form

http://typewell.com/learning-center/courses/refresher-course


3700 Willingdon Ave



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.


http://www.bcit.ca/files/pcas/pdf/transcriber_job_description_mar_2012.pdf



http://typewell.com/ethics.html


3700 Willingdon Ave



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.



3700 Willingdon Ave



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?


http://typewell.com/tech.html

http://support.typewell.com/customer/portal/topics/103916-linking/articles

http://www.at-bc.ca/


3700 Willingdon Ave



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.



3700 Willingdon Ave



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).


http://www.bcit.ca/files/pcas/pdf/funding.pdf

http://www.aved.gov.bc.ca/adultspecialed/resource/funding.htm



3700 Willingdon Ave



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.


http://support.typewell.com/customer/portal/articles/1253685-scheduling-transcribers

http://typewell.com/teaming.html



3700 Willingdon Ave



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).



3700 Willingdon Ave



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.



3700 Willingdon Ave



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.



3700 Willingdon Ave



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.



3700 Willingdon Ave



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://support.typewell.com/customer/portal/articles/1238217-quality-assurance

http://www.bcit.ca/files/pcas/pdf/evaluation_measures.pdf




3700 Willingdon Ave



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.



http://typewell.com/sitepolicy.html


3700 Willingdon Ave



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: [email protected] )


handbook disability services using transcribing...that they had no idea how much they were missing...

Documents