Guidelines for Using Speech-to-Text Services for Students Who Are Deaf and Hard-of-Hearing

Transcription-Captioning Readiness Checklist Page 1Transcription-Captioning Readiness Checklist Page 2


A while back I had a discussion with some instructional specialists about evaluating when speech-to-text services might benefit a student.  They wanted to make sure they considered everything they should consider when evaluating student placement and service delivery.  The goal, of course, is to support the student’s ability to actively and meaningfully participate in the communication, instruction, and social activities of their class by using their preferred communication mode.

In the case of speech-to-text services, there is a placement and readiness checklist for students who are deaf and hard of hearing that can assist IEP teams (students, teachers, specialists, parents, and school administrators) when making decisions about programming and placement.   It was adapted by C.D. Johnson, D. Pfeiffer, and B. Parrish-Nowicki from an earlier Interpreter Use Inventory (B. Schick 2004). I originally found it under a State of Virginia’s Department of Education Caption or Transcription Checklist citation but I have since found it under citation from other respected organizations such as Hands & Voices.,d.eXY

I am sharing the link with you here in this blog.  I can also email the document itself to you.  I recently presented a webinar on Guidelines for Using Speech-to-Text Services with many excellent additional resources.  I am happy to share that webinar PowerPoint with you.  Please feel free to email me if you have any questions. My email address is

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