“Accuracy of Sign Interpreting & Real-Time to Deaf Students” Part II of III
“Accuracy of Sign Interpreting & Real-Time to Deaf Students”
Part II of III
By Monette Benoit, All Rights Reserved.
Part I is posted April 7, 2010, at www.monettebenoit.com
Last month I shared “A Number of Firsts In Science Education With Karen Sadler, Ph.D.” Karen created ‘firsts’ graduating with a bachelor’s in neuroscience and acceptance to the Center for Neuroscience at the University of Pittsburgh for graduate work.
Karen was born severely hard of hearing. She lost almost all hearing by 1991 and had a cochlear implant that failed. Then Karen “had to learn ASL, American Sign Language, to be able to get information in school.”
Karen Sadler used ASL while working on her bachelor’s and master’s degree. When she started her Ph.D. work, Karen began to work with CART providers.
Now we share details within Karen’s May 2009 science education doctoral work, “Accuracy of Sign Interpreting and Real-Time Captioning of Science Videos for the Delivery of Instruction to Deaf Students.”
The drive is on to utilize court reporters in schools from K through 12. But just because third-party communicators are available in a classroom does not guarantee accuracy of delivery, especially in classrooms involving science and math.
With the continuing closure of schools for the Deaf in the United States, and placement of these Deaf students into public schools, it has become necessary to find means to ensure these students obtain the same amount and the same quality of information available to their hearing peers.
Steno-based services are becoming more common in secondary schools, but research is needed to determine how accurate the information is that these students are receiving, especially since Deaf students continue to have problems meeting national standards in science and math.
Since Deaf students must rely upon support services such as interpreters and steno-based systems, it was obvious that the first step was to find out exactly how much science information is actually conveyed to the Deaf students.
In my study, several NASA videotapes were used.
Each interpreter and each captioner were tested separately.
Karen Sadler’s dissertation abstract states:
“The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms.
Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined.
The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted).”
Interpreters were videotaped, so that what they signed could be documented and translated.
CART personnel delivered their transcript to me. They were not allowed to correct their mistakes because I wanted to see exactly what deaf students would see in the classroom.
Many Deaf students lag in reading skills and would not read the voluminous notes given to them. So what they obtained in the classroom, on the screen from a steno-based system, would be the information they would retain.
Three people involved in science ‘scored’ the transcripts.
The number of key science words correctly delivered by each individual and each group was counted.
There was a significant difference between what the interpreters were able to deliver versus what the captioners delivered.
Part III is posted April 25, 2010, at www.monettebenoit.com
Monette may be reached for private tutoring and coaching: Tutoring@CRRbooks.com
Monette Benoit, B. B.A., CCR, CRI, CPE
Coach, Tutor and Multiple Title Author of Books & Test Prep for the Court Reporting & Captioning Industry
Realtime Court Reporter, Instructor, Consultant, Columnist
Court Reporter Reference Books & CDs: www.CRRbooks.com
Blog: Monette’s Musings, www.monettebenoit.com
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Coaching and tutoring topics include:
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About Monette Benoit:
As a 25+year court reporter, CART provider, author of NCRA test prep material and an instructor, Monette Benoit has taught multiple theories, academics, all speed classes and the 225 homeroom within NCRA-approved schools and a community college. She understands the challenges many adults now face in our industry and schooling.
Monette Benoit has worked with thousands of professionals, court reporters, students and instructors. She has also helped create new court reporting training programs, worked with federal grants, and assisted instructors in developing curriculum for both in-class and at-home students.
Her one-on-one tutoring has greatly assisted thousands of students, novice and experienced professionals to privately reach the next level.