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Captioning Workgroup Media Captioning Findings

Captioning Workgroup Media Captioning Findings. Chris Kinney M.A. Assistive Technology Coordinator Georgia Perimeter College Center for Disability Services Alternative formats of this presentation available upon request. Institutional Accessibility Legal Responsibilities.

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Captioning Workgroup Media Captioning Findings

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  1. Captioning Workgroup Media Captioning Findings Chris Kinney M.A. Assistive Technology Coordinator Georgia Perimeter College Center for Disability Services Alternative formats of this presentation available upon request.

  2. Institutional AccessibilityLegal Responsibilities • Title II of the Americans with Disabilities Act (Title II) requires a public college to take appropriate steps to ensure that communications with persons with disabilities “are as effective as communications with others” [28 C.F.R. § 35.160(a)]. http://www.icdri.org/legal/csula.htm Dept. of Education’s Office of Civil Rights (OCR) has repeatedly held that the term “communication” in this context means the transfer of information, including (but not limited to) the verbal presentation of a lecturer, the printed text of a book, and the resources of the Internet. In further clarifying what is meant by “effective communication,” OCR held that the three basic components of effective communication are: • Timeliness of Delivery • Accuracy of the Translation • Provision in a manner and medium appropriate to the significance of the message and the abilities of the individual with the disability

  3. Institutional AccessibilityLegal Responsibilities • Accessible Technology Plan and Cost OCR also points out the obligation for higher education to develop an accessible technology plan. OCR points out that the courts have held that a public entity violates its obligations under the ADA when it only responds on an ad-hoc basis to individual requests for accommodation. There is an affirmative duty to develop a comprehensive policy in advance of any request for auxiliary aids or services (Tyler v. City of Manhattan, 857 F.Supp. 800 (D.Kan.1994) at http://www.law.emory.edu/10circuit/july97/94-3344.wpd.html) Moreover, according to OCR, “[a] recognized good practice in establishing such a comprehensive policy is to consult with the disability community, especially those members most likely to request accommodations.” (OCR RESOLUTION 09-99-2041 at http://www.ilru.org/dlrp/html/topical/FAPSI/OCR/csu-lb.html )

  4. Institutional AccessibilityLegal Responsibilities • Accessible Technology Plan and Cost (Continued) “An important indicator regarding the extent to which a public library is obligated to utilize adaptive technology is the degree to which it is relying on technology to serve its nondisabled patrons.  The more technology that has been purchased by a public library to serve nondisabled patrons, the more reasonable the expectation that it will employ technology such as scanners to serve its patrons with disabilities. “In other words, a library's decision to purchase technology of any kind not only creates an expectation that the newly purchased technology will be accessible, but it suggests that the library now has the resources and expertise to fully consider the role of technology with regard to other aspects of its program.” (OCR RESOLUTION 09-97-2002 at http://www.icdri.org/legal/csula.htm)

  5. Institutional Accessibility General Areas of Responsibility • Workstation Accessibility • Web Accessibility • Distance Learning Accessibility • Facilities Accessibility

  6. Institutional AccessibilityModels of Access • Centralized Access Campus AT is located at one location 1. Students are funneled to one location for all campus activities/functions in which IT access is needed. 2. Constitutes a bad universal design solution and is not access as defined by OCR. • Distributed Access Campus AT is located at many locations 1. Students with disabilities access IT services as other students do, when and where they need it. 2. Good universal design and meets legal standards.

  7. Current Captioning Services at GPC C-Print: A speech-to-text system developed at the National Technical Institute for the Deaf (NTID). A C-Print captionist, produces text of spoken information using a software application. The text can be displayed simultaneously to one or more students in different ways, including additional computers (laptops) or display monitors. The captionist includes as much information as possible, generally providing a meaning-for-meaning (not verbatim) translation of the spoken English content. Remote Captioning: RemoteCaptioning is similar to C-print, the difference being that the captionist is off-site and listens via a wireless microphone system. The instructor wears a microphone which is attached to a portable transceiver which then communicates to a receiver attached to the students laptop. Transmission of the audio signal is accomplished via the use of Skype (VOIP software).

  8. Number GPC Students who are Deaf/Hard of Hearing As of Spring Semester Feb. 2008 • Deaf 25 • Hard of Hearing 9 • Total 34

  9. Post-Secondary Captioned Media ProgramThe Basics The Overall Question: What is needed to caption media at GPC?

  10. Captioned Media ProgramOrganization and Setup Questions Specific Questions: • Who is the entity that produces the captioning? • Organizationally under which university department is the entity located, funded, and managed? • What are the most cost-effective hardware/software used? How much resources are needed and what are the operational costs?

  11. Captioned Media ProgramOrganization and Setup Questions Specific Questions: • How much staff is employed? • What are the pre-requisite skill sets, and qualifications that are needed? • What are the policies and procedures that start from the request for captioned material, to production, to delivery of the final product?

  12. Research Sources • Association on Higher Education and Disability (AHEAD) • Access Technologists Higher Education Network (ATHEN) • Alternative Media Access Center (AMAC) • High Tech Center Training Unit of the California Community Colleges (HTCTU) • Described and Captioned Media Program (DCMP) • PEPNet • Other Post-Secondary Institutions

  13. Research Results Post-Secondary Captioning Providers Responses • Generally provided by the College IT/Media Services Department or is outsourced. • Equipment/Software costs: ~ $12,000 • Outsourced Vendor costs: $6.00 - $20.00 per minute • In house staff: Part-time or Contract • Ideal Staff Qualifications: -Good Writing/Editing Skills -Technically proficient with video editing

  14. Questions/Discussion

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