Deaf/hard of hearing students' experiences with higher education's real-time captioning services

• Published in: Journal of deaf studies and deaf education Vol. 29; no. 3; pp. 424 - 432
• Main Authors: Jolly, Aaron J, Macfarlane, Cassidy E, Barker, Brittan A
• Format: Journal Article
• Language: English
• Published: United States 24.06.2024
• Subjects: Adult; Communication; Deafness - psychology; Education of Hearing Disabled - methods; Female; Humans; Male; Narration; Persons With Hearing Impairments - psychology; Students - psychology; United States; Universities; Young Adult; United States
• ISSN: 1081-4159; 1465-7325; 1465-7325
• DOI: 10.1093/jdsade/enae019

Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students' access information and communication in certain classroom settings. However, there is limited knowledge of DHH students' direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences with real-time captioning services in college. We analyzed the stories using thematic narrative analysis and uncovered 4 types that students told about their experiences. The story types were (a) stories of overcoming obstacles, (b) stories of resignation, (c) pragmatic stories, and (d) stories of personal connection. These story types reveal that although many students eventually experience effective communication access through real-time captioning services, they can initially struggle to overcome barriers to using the services successfully. Making time and space to listen to DHH students' narratives can teach educators and professionals how to support these students and resolve barriers before they arise.