Beyond Reading Levels: Understanding the Suitability of Transcription Services for D/HH Students

August 24, 2023

Photograph of an audiologist placing a hearing aid in a young girl's ear.

Summary

Determining when deaf and hard-of-hearing students are ready for meaning-for-meaning transcription services like TypeWell is a nuanced process. Readiness involves more than just reading grade; it requires strong language skills, context comprehension, inferencing, and emotional connection to the material. Language background plays a crucial role, ranging from sign language to spoken language. Assessment should be collaborative, involving teachers, speech-language pathologists, audiologists, parents, and the students themselves. Regular reassessment is vital as students evolve. By understanding each student's unique situation, educators can create an environment where D/HH students can thrive with tailored support and services.

For educational professionals working with deaf and hard-of-hearing (D/HH) students, a pressing question arises: At what reading level are students ready to benefit from meaning-for-meaning transcription services like TypeWell? It’s tempting to pin down a specific grade or reading level as the threshold for a student to be ready for transcription services, but the reality is far more nuanced.

Readiness isn’t just about identifying a student’s reading grade. Reading meaning-for-meaning transcripts demands robust language skills. One crucial factor to consider is a student’s language background, which may span from sign language, spoken language, to a blend of both.

Photograph of a girl in a library, signing and looking at a computer screen

For all students, reading comprehension goes beyond merely decoding words on a page. It’s about grasping context, making inferences, and connecting with the material at an emotional and cognitive level. Vocabulary, grammar skills, inferencing abilities, and critical thinking are all essential tools in a student’s reading arsenal.

Assessment should be a collaborative effort. Determining a child’s readiness for transcription services must involve a constellation of perspectives: teachers, speech-language pathologists, audiologists, classroom aides, parents, and crucially, the students themselves. Their collective insights can paint a more accurate picture of a student’s readiness and potential challenges.

But even as these assessments provide clarity, it’s important to avoid falling into complacency. Students evolve—both in their academic abilities and their personal lives. Hence, routine reassessment is imperative. Readiness for transcription services cannot be cemented by a single evaluation. As students grow, their needs and capabilities shift. Regular evaluations ensure that the support and services they receive remain attuned to their changing circumstances.

Photograph of an adult woman interviewing a young boy in a classroom or office.

By delving deep into the multifaceted layers of each student’s situation, educators can move beyond mere reading levels. They can cultivate an environment where D/HH students can genuinely thrive, supported by tools and services tailored to their unique needs.

For an in-depth look at how these assessment processes play out in the real world, be sure to read our case study featuring Andrea Drummond, a certified Teacher of the Deaf and Hard of Hearing in British Columbia.