Dual Service Providers: Poster Session
July 15, 2016
What is pepnet 2?
Pepnet 2 (pn2) is a federally funded project whose mission is to increase the education, career,
and lifetime choices available to individuals who are deaf or hard of hearing. We do this by
supporting the professionals who work with these individuals.
We provide:
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Live trainings
Online modules available 24/7
Online facilitated trainings
Technical Assistance and Live Chat
Training materials online and for download
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Survey of Dual Services
The survey was conducted in September 2015. Distribution networks include the following:
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Association on Higher Education and Disability (AHEAD)
C-Print Captionist Listserv
Disabled Student Services in Higher Education (DSSHE) Listserv
National Cued Speech Association
Pepnet 2 Listserv
Registry of Interpreters for the Deaf
TypeWell Transcriber Listserv
For the survey, a dual service provider was defined as “a person who is trained in more than
one skill to provide real-time communication access for individuals who are deaf or hard of
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hearing.” For example, sign language interpreters that can also provide C-Print captioning or
TypeWell transcribing, CART, or cued speech transliteration.
How many participated? Who participated?
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94 total respondents
o Agencies
o Colleges
o Individual contractors
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K-12 schools and districts
Universities
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23 states represented
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Alaska
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Maine
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Oregon
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Arkansas
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Maryland
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Pennsylvania
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California
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Minnesota
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Texas
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Florida
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Montana
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Virginia
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Georgia
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New York
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Washington
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Illinois
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North Carolina
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West Virginia
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Kentucky
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Ohio
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Wisconsin
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Louisiana
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Oklahoma
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92% of respondents were dual service providers (i.e. trained in two skills)
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62% trained in C-Print and Sign Language Interpreting
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26% trained in TypeWell and Sign Language Interpreting
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2% trained in Cued Speech Transliteration and Sign Language Interpreting
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2% trained in C-Print and Cued Speech Transliteration.
8% of respondents were triple service providers (i.e. trained in three skills)
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2% trained in CART, C-Print and Sign Language Interpreting
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6% trained in C-Print, Cued Speech Transliteration & Sign Language Interpreting
What’s the motivation for providers to learn more than one skill?
1. Increase marketability
2. Lifelong learner
3. Employer required it
What’s the motivation for coordinators to hire providers with more than one skill?
1. Flexible scheduling (maximize provider service hours)
2. Retain qualified staff when service requests change
3. Consumers want providers that can offer more than one communication access service
71% of respondents regularly provide
more than one accommodation in a given week
Benefits of being and hiring a Dual / Triple Service Provider:
Provider Perspective
o Opportunity to work with different students
o Diversify the day
o Utilize diverse modalities
Coordinator Perspective
o More versatility with scheduling
o Better meets the needs of all students
o Fiscally responsible
Challenges of being and hiring a Dual / Triple Service Provider:
Provider Perspective
o Code switching
o Fatigue
o Logistics
o Prep time
Coordinator Perspective
o Potential burnout
o Skill maintenance
o Work load balance
o Qualifications
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Key Research
There has been a noticeable increase in dual services (interpreting and captioning) requests
from Deaf students who use ASL primarily due to the possibility of providing them with better
accessibility and communication (Marschark et al, 2006).
Smith-Pethybridge and Nevin (2009) mentioned “to maximize the impact on learning outcomes,
the findings suggest that the accommodations may need to be applied creatively, for example,
by training the interpreters to be real-time captionists as dual-service providers.”
In regard to real-time speech-to-text services in general, an important consideration is that
attending to more than one source of visual information is difficult for students, whether or
not hearing or deaf (Mousavi, Low, & Sweller 1995; Mayer & Morena, 1998; Mayer, Heiser, &
Lonn, 2001).
Deaf students’ greater active involvement in learning environments is related to higher
learning outcomes (Lang, Stinson, Liu, Kavanagh, & Basile, 1998).
Classroom participation can be aided by interpreters if dual services were used alternatively
instead of simultaneously to result in greater active involvement and thus higher learning
outcomes. (Marschark et al, 2006).
References
Lang, H., Stinson, M., Kavanagh, F., Liu, Y., & Basile, M.L. (1998). Learning styles of deaf college
students and teaching emphases of their instructors. Journal of Deaf Studies and Deaf
Education, (6)4, 16-27.
Marschark, M., Leigh, G., Sapere, P., Burnham, D., Convertino, C., Stinson, M., et al. (2006).
Benefits of sign language interpreting and text alternatives for deaf students' classroom
learning. Journal of Deaf Studies and Deaf Education, 11(4), 421.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When
presenting more material results in less understanding. Journal of Educational Psychology,
93, 187-198.
Mayer, R. E., & Morena, R. (1998). A split-attention effect in multimedia learning: Evidence for
dual processing systems in working memory. Journal of Educational Psychology, 90, 312–
320.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and
visual presentation modes. Journal of Educational Psychology, 87, 319–334.
Smith-Pethybridge, V., & Nevin, A. (2009). What do college students who are deaf/HoH say about
their experiences with accommodations? Florida Educational Leadership, 10(1), 34-42.
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Presenter Contact Information
Shannon Aylesworth
[email protected]
Nicole Stelzner
[email protected]
Pepnet 2 at University of Wisconsin-Milwaukee
Accessibility Resource Center
P.O. Box 413
Milwaukee, WI 53211
University of Wisconsin-Milwaukee
Accessibility Resource Center
P.O. Box 413
Milwaukee, WI 53211
Pepnet 2 receives support from:
pepnet 2 is funded by the Research to Practice Division,
Office of Special Education Programs
and the US Department of Education
via Cooperative Agreement #H326D110003
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