Speech-To-Text Services (STTS)
Saad Ghani discusses his experience using CART. Read full video description
Speech-To-Text Services is an umbrella term for the different types of real-time captioning services where spoken and auditory information are translated into text by a trained professional.
STTS can be used effectively in a variety of environments, such as in the classroom, small and large group meetings, internship/fieldwork settings, public speaking engagements, and in study abroad opportunities.
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There are two types of STTS:
Verbatim: Nearly every word that is spoken is transcribed into text, including false starts or misspeaks and speaker repetition. Communication Access Realtime Translation (CART) is the system used to provide verbatim transcription services.
Meaning-for-Meaning: This type of system conveys the intended meaning in fewer words and formatted more visually, such as eliminating false starts, misspeaks, or repetition. C-Print and TypeWell are two systems that provide meaning-for-meaning transcription.
There are many applications for this type of accommodation. Choosing the most appropriate STTS system will depend on the deaf individual’s communication preferences, learning goals, and environment. To learn more about which STTS system would be the most appropriate fit, ask the deaf person about their experience and preferences. There is no “best” system for all situations and for all people.
STTS providers can be hired as staff members, independent contractors, or be contracted through an agency. When evaluating qualifications, gather information about the provider’s skills, credentials, and experience working in various settings prior to hiring.
STTS can be provided in-person or remotely, providing flexibility in application across a variety of settings. Choosing the most appropriate STTS system will depend on the deaf person’s communication preferences, learning goals, and environment.
In some cases, STTS may be used with with sign language interpreting services if the student is approved for dual accommodations.
BEST PRACTICES IN ACCESS
STTS Provider Accuracy
The STTS industry has standards for qualified professionals that meet minimum words-per-minute and accuracy requirements. These can be used to continuously evaluate the quality of captions from a provider:
The minimum standard for a CART provider is 180 words per minute (wpm) with 96% accuracy, as measured by the word error rate. The word error rate = (the number of substitutions + deletions + insertions) ÷ the total number of words spoken.
The minimum standard for a C-Print or TypeWell provider is a minimum of 60 wpm with 96% accuracy. Accuracy can be assessed in real-time by observing the captioning produced by a service provider during an assignment.
Deaf students should be included in the ongoing evaluation of their service providers. For examples of student evaluations for STTS providers, review the following resources:
Disability Services Handbook Templates: Handbook for Speech-to-Text Providers (Appendix E: Speech-to-Text Provider Evaluation form)
STTS Equipment and Training
CART providers use a stenotype machine with a phonetic keyboard and specialized software. This is usually provided by the CART provider. Training consists of two or four year associate or bachelor’s degree programs and advanced certification.
Meaning for meaning providers use laptops with C-Print or Typewell software installed. Some schools will provide the employee with a laptop and other hardware needed. Training consists of two to three months of online training from either C-Print/RIT or Typewell, Inc.
STTS Provider Consistency
Hire consistent STTS providers for ongoing needs to ensure effective communication.
A consistent STTS becomes more familiar with the content being communicated in the setting, allowing them to build their STTS dictionary and get to know the deaf person’s communication needs.
This is especially important in technical, sensitive, or interactive settings.
STTS Teaming Practices
For CART providers, a team of providers is generally not needed. For C-Print or Typewell, it is standard practice to have a team for longer or more challenging assignments. Working in a team helps protect the integrity of the message and reduce repetitive motion injuries associated with STTS providers.
Professional STTS providers are accountable to maintain confidentiality in all situations.
Some schools and organizations may also choose to add provisions regarding professionalism and confidentiality in the employment contract.
CART providers are certified by the National Court Reporters Association (NCRA) and bound to the Captioners Code of Professional Ethics, obligating them to operate with professionalism, confidentiality, and discretion.
Meaning-for-meaning providers agree to follow their respective Code of Professional Conduct tenets. STTS professionals may also be members of the Association of Transcribers and Speech-to-Text Providers (ATSP) which has its own Code of Professional Conduct.
HIPAA and Other Special Situations
Confidentiality applies to all situations, including fieldwork settings, internship experiences, and in large or small group meetings.
HIPAA’s patient privacy rule addresses having a third party present, such as an interpreter or STTS provider. The Office of Civil Rights (OCR) at the U.S Department of Health and Human Services (HHS) clarifies that the use of professional service providers is appropriate to ensure all parties have access to information.
STTS providers also do not hold claim to transcripts and can only share transcripts with individuals with explicit permission of the “client” (i.e. the school or organization who coordinates STTS). There is an additional note in the NCRA Code of Ethics regarding Fair Use Doctrine and Copyright Act, which explains the legal context of copyrighted materials and provides guidance on contract language.
Automatic Speech Recognition (ASR) is technology or software that automatically converts spoken language into text, which can be done in real-time.
While ASR may seem convenient to implement and use, along with being free or low-cost, the accuracy of ASR tools vary. This is the main reason why ASR is not considered effective communication.
ASR should not be used in lieu of real-time speech-to-text services, but can be beneficial in specific situations, such as:
A stop-gap tool for one-on-one situations when deaf and hearing people need to communicate.
A place to start when creating transcripts or captioning produced videos. Editing ASR transcripts can be more efficient than creating a transcript from scratch.
An accommodation for people with mobility and/or dexterity disabilities to type independently.
As a note-taking tool for some students.
Transcripts are plain text documents that can be provided by the STTS professional post-event.
They contain the text that was live-streamed, and are usually unedited. Both verbatim and meaning-for-meaning systems can produce transcripts.
Students using STTS should have the opportunity to have access to quality notes from a notetaker because transcripts may not present a complete summary information being provided.
Difference Between Notes and Transcripts
Note taking is a commonly-used accommodation where a qualified notetaker captures the key points, vocabulary, and other essential information and summarizes it in the form of notes for the student. This creates a more effective means of accessibility for the student.
Key information presented visually (such as what was written on a board or in presentation materials) can be captured in notes but not in a transcript.
Students can work with faculty and the note taker to ensure the needed information is included in the notes.
Transcripts are copies of what was captioned by the STTS provider, produced after the event.
Transcripts tend to be lengthy: a one-hour verbatim transcript averages 25-30 pages while a meaning-for-meaning transcript averages 15-20 pages.
Transcripts, if approved, are generally shared immediately after the event and are unedited. Some schools will not provide transcripts since STTS is considered an accommodation available in real-time (not after the event).
Transcripts are useful in adding captions during post-production for recorded events, saving time and allowing the person to edit errors.
If there is resistance from faculty, staff, or others involved, developing a written agreement regarding the use of a transcript can help prevent any unauthorized use or distribution of the transcript and ease concerns.
STTS FAQs
- Can automatic speech recognition technology replace speech-to-text service providers?
- Captions – automatic, closed captions, real-time, transcription: What do these all mean?
- Where can I find a directory of real-time speech-to-text professionals (CART, C-Print, and TypeWell)?
- How should schools/institutions utilize staff interpreting and speech-to-text providers when transitioning from in-person to online classes?
- What are some considerations when planning for an accessible, virtual commencement for deaf participants?
- How can we accommodate students using speech-to-text or interpreting services during online tutoring sessions?
- What are some strategies when working with remote interpreters or speech-to-text providers?
- How do I set up remote interpreting and speech-to-text services for online courses?
- Why would a student need both interpreting and speech-to-text services for the same course?
- Can we provide speech-to-text services instead of interpreting services for a deaf student?
Additional Resources
Today’s technology affords deaf individuals access to the world like never before. Speech-to-text is one example of technology that brings access to individuals who are visual communicators.
“Speech-to-text” is an umbrella term used to describe an accommodation where spoken communication, as well as other auditory information, is translated into text in real time. A service provider types what is heard, and the text appears on a screen for the consumer to read.
Three main systems are used to provide real-time captioning: (a) Communication Access Realtime Translation (CART), (b) C-Print®, and (c) TypeWell.
Speech-to-text is one method of providing effective communication access under the law. However, it is more than simply providing technology; it requires the provision of effective services, and speech-to-text services are only as good as the skills of the service provider. When hiring a service provider, a number of qualification factors must be considered. It is imperative that institutions evaluate the quality of service to ensure that effective, real-time communication access is occurring.
Deaf students enrolling in colleges across the country are on the rise and securing access services can be difficult for institutions. Remote interpreting and speech-to-text services are viable options for institutions experiencing: shortages of qualified providers, specific interpreting or captioning needs for a course, or last-minute requests for urgent situations. Remote services can be a beneficial supplement or a mainstay way of providing access for students in a variety of situations. Institutions must have the knowledge necessary to evaluate requests, resources to arrange services, and the infrastructure to maintain quality and effective services.
This page provides individuals with tools to assess their institutional capacity to implement effective remote services.
Faculty Handbook Template
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Interpreter Handbook Template
PDF|Word
Notetaker Handbook Template
PDF|Word
Speech to Text Handbook Template
PDF|Word
Student Handbook Template
PDF|Word
This collection of handbook templates is designed for a disability support service provider to download and personalize for his or her institution’s needs. These handbooks contain information for orientation to and standardization of procedures as well as general information about how these service providers can work effectively within a postsecondary education setting and with deaf students. Templates are included for faculty, interpreters, notetakers, speech-to-text providers, and students. (Revised: 2017)
Interpreting and speech-to-text services are commonplace accommodations for an audience that comprises several deaf individuals who rely on different communication modes (e.g., ASL, lip reading). This type of dual accommodation most often occurs at large magnet events such as conferences. Dual accommodation for an individual student in a postsecondary setting occurs less frequently but is appropriate under certain circumstances.
Deaf students have the same rights as their hearing peers, including the right to be absent. However, when they are absent from class, disability service professionals become concerned that the funds being expended for interpreters or speech-to-text services are not being used prudently. By establishing policies and procedures for students and staff to follow, disability service professionals are able to balance the need for access with the need to demonstrate responsible budgetary management.
With technology always seemingly one step ahead of us, it’s easy to confuse the various telecommunication services used to visually connect hearing and deaf individuals wishing to communicate with each other. Three primary telecommunication services are in use today: (1) video relay service (VRS), (2) telecommunications relay service (TRS), and (3) video remote interpreting (VRI). VRS and TRS are free programs regulated by the Federal Communications Commission, and VRI is a fee-based service that satisfies the communication-related mandates of the Americans With Disabilities Act. As their names suggest, VRS and VRI are video-based services, and TRS is text driven.
This resource is for professionals who want a better understanding of the legal foundations in serving deaf students. Disability law attorneys and experienced practitioners explain institutional responsibilities and provide tips for implementing policies and procedures.
The document can be read above in full or by section.
