Handbook. for Transcribers. Prepared by: Post-Secondary Communication Access Services

Transcription

1 Handbook for Transcribers Prepared by: Post-Secondary Communication Access Services 2012 Post-Secondary Communication Access Services British Columbia Institute of Technology 3700 Willingdon Ave Burnaby, BC V5G 3H2

2 2012 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.

3 TABLE OF CONTENTS Section 1: Transcribing Services... 4 Introduction... 4 Section 2: Before Classes Begin... 5 Meet the Student... 5 Meet the Instructor... 5 Course Preparation... 6 Section 3: Working with the Student... 7 Communicating Critical Information... 7 Confidentiality... 8 Note Format... 8 Note Transmittal... 8 Notes from Non-Captioned Videos... 8 Access to Notes... 8 Scheduling... 9 Section 4: Evaluation Service Evaluation/Satisfaction... 10

4 Section 1: Transcribing Services Introduction Welcome to the role of a transcriber in BC's post-secondary system. As a transcriber, you will work with Disability Services, students and instructors to provide equal academic access to individuals with hearing loss who require visual communication of verbal material. The procedures described in this handbook represent suggestions only and flexibility may often be the key to resolving unforeseen concerns. Excellent interpersonal skills and efficient transcribing skills, along with ability to problem-solve creatively, will get you through the occasional challenge that will inevitably occur when working with people and technology to provide a service in the classroom. Your best orientation to the role of a transcriber is to carefully review the BC Post-Secondary Transcribing Guidelines/Terms of Reference ( and the Post-Secondary Communication Access Transcriber Job Description ( as well as any policies or procedures specific to the institution(s) in which you will be providing service. The provincial Guidelines and Job Description represent general practice across the province, but each institution sets its own specific policies. You will also find it valuable to review the materials on the TypeWell website, including the description of transcriber duties and Code of Ethics: Handbook for Transcribers 4

5 Section 2: Before Classes Begin Meet the Student Arrange to meet with the student(s) prior to the first day of classes to: find classrooms. obtain, set up and try out the equipment, ideally in the classrooms that you will be using to get an idea of best seating locations. This should be done early enough to allow time for problem solving if there are equipment glitches. discuss the student s preferred seating arrangements. Consider access to an electrical outlet in case of battery failure. exchange contact information, especially contact protocols for last minute illness or late arrivals. discuss preferences for transcribing style and preferred note format (e,g, edited or unedited). ensure that the student is familiar with the student responsibilities as outlined in the Guidelines. check with the student to determine if they wish you to type their questions/answers/comments and voice them. Meet the Instructor Disability Services will have notified instructors that you will be attending their classes. Instructors who have not had transcribing service in their classroom previously will have received information explaining the service. However, it is likely that they will also have questions about the logistics of transcription. Direct Instructors either to the student or to Disability Servicesif they have questions about the student and/or the student s disability. Introduce yourself to the instructor on the first day of classes. Check the course outline for videos and also ask the instructor to let you know if any noncaptioned videos are scheduled. Please notify Disability Services if this is the case so that alternate arrangements can be made (e.g. transcribing the video). Check with instructors regarding the dates and format of the tests/exams planned for the course, and advise Disability Services if communication services for those activities will be required on those dates Handbook for Transcribers 5

6 Advise the instructor that if the student does not show up for class, you will leave the classroom as unobtrusively as possible after waiting for 15 minutes for a one hour class or 30 minutes for a class longer than an hour. Also advise the instructor that you will transcribe only when the student is present. Let the instructor know that the notes will not be shared with other students but will be provided to the instructor. A record will also be kept by Disability Services. Course Preparation Prepare for the class by reviewing course materials and loading class-specific vocabulary into your abbreviation dictionary. This preparation may be ongoing throughout the semester if there is a great deal of new terminology. It is your responsibility to get copies of handouts from the student or instructor if you need them. Disability Services will supply a copy of the course syllabus and textbooks as required. Handbook for Transcribers 6

7 Section 3: Working with the Student Communicating Critical Information Exchange contact information with the student and Disability Services for cancellations/emergencies. Communicate any scheduling changes by sending a voice/text message or to Disability Services. Ask the student on regularly whether or not the format of the transcripts is acceptable. Be aware that if the student is new to using transcribing, it may take several weeks for him/her to clearly determine service likes and dislikes. Continue to transcribe whether or not the student appears to be attending to the information on the screen. Clarify student preference/requirements if the class breaks into small groups or changes location (e.g., a library tour or field trip). Determine student preference regarding asking/answering questions and/or making comments in class. If the student opts to type questions/comments for you to voice, he/she must follow the standard classroom procedures for contributing in class. For example, if all students raise their hand, then the student you are transcribing for should do the same. Look at the computer screen when voicing for the student, not at the instructor (which could suggest that the question was initiated by the transcriber). After voicing, look directly at the student to encourage the instructor to respond to the student directly. Remind the student that you: transcribe only when he or she is present. cannot have any side conversations during class, either verbal or in print via the linked computers. generally will not transcribe printed material from the board or PowerPoint are required to advise Disability Services when re-assignment of duties is required (e.g., the student is absent, the class is cancelled). Handbook for Transcribers 7

8 Confidentiality When asked a question about a student with whom you work, please refer the question to either the student or Disability Services. Do not discuss your work other than with Disability Services. Note Format The presentation of the notes including identification of speakers should follow the standard TypeWell format. Each set of notes should have a header identifying the class and date. Before providing notes to the student, please ensure that you follow TypeWell protocol by removing any student names and/or comments that relate to behavioral or disciplinary concerns that could be considered a breach of privacy. Note Transmittal Edited notes should be provided to students (if requested) within 24 hours. Some students will wish to have an unedited copy of the transcript immediately following class. If so, the student should provide you with a flash drive to download the transcript at the end of each class; however, procedures may vary and should be discussed. Prior to providing an unedited transcript to the student, remember to quickly delete all indentifying names or comments. There are advantages for students' learning to editing the notes themselves, and they may be advised of this by Disability Services; however, most will also want you to send an edited version. Transcripts provided to instructors and Disability Services should also generally be edited. Notes from Non-Captioned Videos If possible, view and transcribe videos ahead of time to ensure equal access for the student. Cut and paste a paragraph at a time from the Word document into TypeWell as the video is being shown. Access to Notes Some instructors will authorize you to display the real-time transcript to the whole class, during the class, as a way to improve learning opportunities for all students. This should be discussed with Disability Services but represents 'best practice' in terms of supporting universal design. Instructors may ask you for a copy of the notes and one should generally be provided whether or not they make this request. The content of notes is considered the intellectual property of the instructor and cannot be shared with other students without the instructor's consent. If there is more than one student in a class requiring notes, Disability Services will advise you who is authorized to receive downloads of the notes after class. Edited notes should also be provided to Disability Services, so that there is a record in case of student appeal and for purposes of quality assurance. Handbook for Transcribers 8

9 Scheduling Transcriber timetable: Please advise Disability Services as early as possible of any limitations to your availability. Please be aware that the timetable which you receive at the beginning of the semester may change as students choose to add, drop, or withdraw from classes. Advance notice of cancellation: Students may advise that they will be absent, the instructor may announce a class cancellation, or services may not be required during a testing period, lab, or independent self-study. When notice is received more than 24 hours in advance, transcribers who are paid hourly may not generally bill for the event. Institutional policies vary regarding payout and re-assignment to other duties in the case of work cancellation, and situations will be assessed on a case-by-case basis; check with Disability Services. Last minute cancellations: When services are cancelled with less than 24 hours notice (e.g., instructor cancels class, student is ill), you may bill for a minimum of 2 hours according to the Employment Standards Act, but should report to the Disability Services office as there may be other work to be completed. This also applies if the class ends earlier than scheduled. Other work may include transcription for another student, transcription from taped lectures that were missed, transcription of a video/movie that is not captioned, editing or prep for another class, etc. Student absences: Do not start transcribing until the student arrives; wait 15 minutes for a one hour class, 30 minutes for a class longer than one hour, then unobtrusively leave the classroom. You should then check with the Disability Services office to determine if other work needs to be done. Transcriber absence: Ideally you will be able to provide Disability Services with a minimum of 24 hours notice of pending absence. If you are ill, or are unavoidably detained, you should contact the student directly (if possible), and follow-up with an or phone/text message to Disability Services. At the beginning of the semester you should ask who in Disability Services should be contacted and by what means. Scheduling student meetings: If the student makes a request for your services after class to meet with the instructor, or to have a brief discussion with other students, advise the student that scheduling additional hours generally needs to be arranged through Disability Services. Check with Disability Services to see how last minute requests should be handled: some discretion may be allowed. Transcribing Exams: Provision of transcribing services for exams will be determined on a caseby-case basis, after discussion with the instructor, student, and Disability Services. Handbook for Transcribers 9

10 Section 4: Evaluation Service Evaluation/Satisfaction Periodic evaluations of the communication access you are providing will be completed by students, and you may also be asked to provide feedback. Your honest evaluation is needed to ensure quality service both for current students and for other students who may subsequently use the service. You are expected to self-evaluate your work on a regular basis and continually strive to increase your transcribing skills. This may be done through practice and attendance at workshops, as well as ongoing personal and external evaluation of work done. See TypeWell ( for a discussion regarding transcribers' ongoing professional responsibility for maintaining service quality. Disability Services may also initiate measures to ensure that high quality transcription services are being delivered. See PCAS ( for discussion of the types of quality assurance measures which may be implemented. Please Note: Individual Institutions may wish to include closing notes of their own at this point. Handbook for Transcribers 10