Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a development engineering and manufacturing content expert. He develops and teaches all related engineering courses. His responsibility as a director of Center on Access Technology Innovation Laboratory include the planning, implementation and dissemination of research projects that are related to the need of accessibility. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He managed team members in delivering the next generation Advanced Process Control solution which replaced the legacy APC system in the 300 mm semiconductor fabricator. Behm has fifteen patents and has presented over 30 scientific and technical papers at various professional conferences worldwide. Dr. Raja S Kushalnagar, Rochester Institute of TechnologyRaja Kushalnagar is an Assistant Professor in the Information and Computing Studies Department at the National Technical Institute for the Deaf at the Rochester Institute of Technology in Rochester, NY. He teaches information and/or computing courses, and tutors deaf and hard of hearing students in computer science/information technology courses. His research interests focus on the intersection of disability law, accessible and educational technology, and human-computer interaction. He is focused on enhancing educational access for deaf and hard of hearing students in mainstreamed classrooms. He worked in industry for over five years before returning to academia and disability law policy. Towards that end, he completed a J.D. and LL.M. in disability law, and an M.S. and Ph.D. in Computer Science. Enhancing Accessibility of Engineering Lectures for Deaf and Hard of Hearing Students: Real-time Tracking Text Display in Classrooms AbstractThe introduction of Real-time Text Display (RTD), in which typists transcribe audio and display it to students in real-time has greatly increased accessibility of lectures for deaf and hard of hearing (DHH) students as evidenced by their increased graduation rates from post-secondary programs. However, significant but subtle barriers in current static displays of RTD persist, especially in engineering, which makes heavy use of detailed visuals and explanations via sequential steps 1-3 . Hearing students are able to look at the visuals and simultaneously listen to the spoken explanation and combine the two effortlessly. By contrast, DHH students have to constantly look away from the static image of RTD on a display to search and observe details in the lecture visually. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers.We discuss the implementation and evaluation of an accessible technology system, Real-time Tracking Text Display (RTTD) that addresses the issue of accessibility to information that DHH engineering students face e...
Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a development engineering and manufacturing content expert. He develops and teaches all related engineering courses. His responsibility as a director of Center on Access Technology Innovation Laboratory include the planning, implementation and dissemination of research projects that are related to the need of accessibility. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He managed team members in delivering the next generation Advanced Process Control solution which replaced the legacy APC system in the 300 mm semiconductor fabricator. Behm has fifteen patents and has presented over 30 scientific and technical papers at various professional conferences worldwide. Inclusive Learning through Real-Time Display of Captions AbstractDeaf and Hard of Hearing (DHH) students cannot follow classroom lectures without accommodations such as real-time speech-to-text transcription. Current classroom transcription systems, such as C-Print improve access to classroom lectures, but still do not provide equivalent access to spoken information. These transcription systems require the DHH students to watch the transcription on a personal laptop screen, which is suitable for speeches, but not engineering lectures. Unlike speeches, most engineering lectures include use of detailed visuals such as slides or diagrams, and sequential procedures. DHH students constantly look away from their laptop display to search and study the visuals. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers. However, the need to process simultaneous aural and visual information can also be taxing for hearing students, and previous studies have shown that they also benefit from real-time speech-to-text transcription.We evaluated the real-time display of captions (RTD) usability by both deaf and hearing students in an engineering class. It further examined the factors that influence hearing students' use of RTD as an alternative source of information to help with their learning process in the classroom, and the factors that influence deaf students' use of RTD.Our evaluation showed that DHH students prefer a continuously moving RTD with three lines, and that is as close as possible to the teacher. On the other hand, hearing students prefer a RTD that has 6 lines that at a fixed location. ChallengesHistorically, DHH students are an under-represented and under-served minority in higher education because they do not receive adequate information in class. As a result these students are often unprepared for traditional STEM classrooms. Most DHH students cannot understand spoken lectures without the aid of aural-to-visual access. Prior to the introduction of the earliest accessibility laws in 1974, less than 4% of DHH individu...
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