opportunities for people who
are deaf or hard of hearing
Using Video Conferencing Technology to Provide
TeleTraining – July 13, 2007
PEPNet: A national collaborative
network of four regional centers
PEPNet is supported by cooperative agreements with the U.S. Department www.pepnet.org
of Education, Office of Special Education Programs.
An Inside Look:
Using Video Conferencing Technology to Provide
Katherine Bruni Cindy Camp
Senior Interpreter/Coordinator for Sensory Disabilities
Disability Support Services
Southern Illinois University Carbondale
Carbondale, Il 62901
Computer Support Specialist I Video Conferencing
Special Education & Communications Disorders
College of Education
Valdosta State University
Nanci A. Scheetz, Ed.D., CSC
Professor, Valdosta State University
ASL/Interpreting & Deaf Education
UW-Milwaukee Deaf/Hard of Hearing Program
Sign Language Interpreter
Student Accessibility Center
PEPNet Midwest Center for Postsecondary Outreach Specialist
PantherCom Remote Interpreting and Captioning
1. What is video conferencing technology, and how can it be used to
provide interpreting services?
2. Would each of our panelists please share information about the
emerging technology and equipment that they are currently using that
is successful and explain its capabilities?
Two simple, new developments
1. Software and 2. Microphone
What is Skype?
“Skype is software that lets you make free calls to anyone else
on Skype, anywhere in the world. And even though the calls are
free, they are really excellent quality. If you and your friends,
family or business contacts are using webcams, you can also
make free video calls.”
• Calling other people on Skype
• Video calls on Skype
• One-to-one and group chats
• Conference calls with up to nine people
www.skype.com Skype Microphone = $50
3. What technology and equipment have the panelists experimented with
that has not been successful, and why was it not successful?
4. Can video conferencing technology be used to deliver interpreting
services to several sites?
5. Can the equipment track an instructor if he/she moves around the
6. What infrastructure is needed at institutions and within bureaucracies
in order to use video conferencing technology? What technology
infrastructure (network infrastructure, bandwidth, etc) needs to be in
place to reliably provide interpreting services? How do we overcome
technological obstacles at institutions and within bureaucracies (such
7. Please address difficulties that might be anticipated when
using video conferencing technology to provide interpreting services.
Please address troubleshooting issues and share some
8. What do you do if the technology fails in the middle of service
9. What is the cost of using this technology? What might be the
financial implications for institutions and systems?
10. How does an institution determine how they are going to begin
using video remote interpreting? Can a campus be both a provider
and a purchaser of remote services?
Read and Share !
Read Chris McCuller’s white paper, and share it with
your technology specialists. Here is a link to the
Read and Share !
Read Dr. Nanci Scheetz article on Remote Access
Interpreting: Providing Service and Training for
Read and Share !
Bambi Riehl’s article in the RID View: Beyond VRS: Video
Interpreting in Postsecondary Environments
This article will be available on the website:
1. How do you begin to provide interpreting services via video
conferencing technology? What do we need (on our campuses for
example) to provide interpreting services via video conferencing
technology? Please explain the process or routine of setting up
interpreting services with video conferencing technology? Who is
responsible for what on a daily basis? What does the interpreter do?
For what is the student responsible? How do we decide which policies
should be followed?
2. Is the technology department "on call" during these interpreting
Take A Look !
Links to remote interpreting videos from
Valdosta State University:
3. Using video conferencing technology, how does the interpreter voice for
the person who is Deaf or Hard of Hearing? How does the interpreter
hear the instructor and student comments in the classroom?
4. When using video conferencing technology, do you still need to team
interpreters for assignments?
5. How do we (and should we) encourage schools and institutions to
consider the use of video conferencing technology to deliver
interpreting services? When is it appropriate to consider delivering
interpreting services via video conferencing technology?
6. What policies and procedures need to be established with regard to
interpreting equipment use and settings?
7. When would it be best to use a Video Remote Interpreting agency, as was
discussed in the May TeleTraining, rather than to set up video
conferencing technology to provide interpreting accommodations?
8. What are the advantages and disadvantages, Pros and Cons, of using
video conferencing technology to provide interpreting services?
9. What qualifications does an interpreter need to use video conferencing
10. What advice do the panelists have for free-lance interpreters who are
considering using video conferencing technology as part of the services
that they offer?
11. Please discuss training regarding the use of video conferencing
technology and interpreting services - training for: students/consumers,
interpreters, educators/instructors, administrators?
12. What are the roles and responsibilities of students/consumers, interpreters,
educators/instructors, administrators, and technology personnel?
13. What role should the technology specialist play in the training process?
14. How do you evaluate the effectiveness of delivering interpreting services
through video conferencing technology? (- - - when the technology is going
15. Why is consumer satisfaction a critical part of the Remote
1. When is it appropriate to consider delivering interpreting services via video
2. Regarding classroom settings, please comment on age appropriate and
discipline appropriate settings for video conferencing delivery of interpreting
services? What academic disciplines are served well through video
conferencing technology, and are there specific classes and situations that
are not a good match for video conferencing technology delivery of
3. Could video conferencing technology be used to provide interpreting
accommodations to students who are studying abroad? If so,
what challenges might be anticipated, and how would you
work with the student, the DSS office, and the receiving
university to prepare for this experience?
4. What advice does the panel have for professionals in multi campus
settings that are considering the use of video conferencing technology
to provide interpreting services? What about the use of video
conferencing technology in rural or remote settings?
5. Please comment on the appropriate or inappropriate use of video
conferencing technology to provide interpreting services in the
following settings: in postsecondary classes, in high level or difficult
courses, in K-12 programs, for extra curricular activities, for IEP
meetings and parent conferences, in the workplace.
Collaboration of Educators and Technology Specialists:
1. Nancy and Chris, you are an example of a successful collaboration of
educators and technology experts. Would you discuss your collaboration
and advise our participants on how to establish their own collaborations (the
Do's and Don'ts?) Chris, from your specific perspective as a technology
specialist, would you comment on how best to establish collaborations and
relationships with technology personnel and departments?
2. Bambi, would you explain PantherCom and the collaborations that you have
3. Lisa, would you comment on the unique collaboration you have established
with other postsecondary institutions?
Creative Use of Video Conferencing Technology:
1. It would be of interest for participants to gain some insight into
creative uses of video conferencing technology. How have the
panelists used video conferencing technology for projects that were
not specifically related to interpreting services on their campuses?
Links to remote interpreting videos from Valdosta State University:
2. What is the future of video conferencing technology, and what are the
implications for services and accommodations for people who are Deaf
and Hard of Hearing?
Special Thanks to Our Panel Members
What Does PEPNet Do?
• Conducts training with secondary, postsecondary,
vocational, and adult education professionals and
support staff regarding transition and postsecondary
educational services for students who are deaf and
hard of hearing
• Develops a technical assistance network for the
• Demonstrates how technology can be used to
provide access and accommodations within programs
for individuals who are deaf and hard of hearing
St. Paul College
235 Marshall, St. Paul, MN 55102
PEPNet-West National Technical Institute
National Center on Deafness for the Deaf
California State University, Rochester Institute of Technology
Northridge 52 Lomb Memorial Drive,
18111 Nordhoff Street Rochester,
Northridge, California 91330-8267 New York 14623-5604
818-677-2099 (tty/v) (585) 475-6433 (tty/v)
818-677-6270 (fax) (585) 475-7660 (Fax)
Center on Deafness
Claxton Complex A239
The University of Tennessee
Knoxville, TN 37996-3442
(865) 974-0607 (tty/v)
(865) 974-3522 (Fax)
PEPNet-South Outreach Centers
PEPNet-South Arkansas – Alabama – Mississippi Georgia – Florida
Central Office Outreach Site Outreach Site
Center on Deafness Amy Hebert Katherine Bruni
Claxton Complex A239 University of Arkansas at Little Rock Georgia Perimeter College
The University of Tennessee 2801 S. University DSC 113 324 Knots Circle
Knoxville, TN 37996-3442 (501)683-7629 (v) Woodstock, GA 30188
(865) 974-0607 (V/TDD) (501) 569-8068 (Fax) (770) 928-6785 (V/TDD)
(865) 974-3522 (FAX) firstname.lastname@example.org (404) 406-8194 (Cell)
email@example.com (770) 928-9929 (Fax)
Kentucky – Tennessee – West Virginia Texas - Louisiana South Carolina – North Carolina – Virginia
Outreach Site Outreach Site Outreach Site
Tricia Davis Jennie Bourgeois Pat Varner-Bland
Eastern Kentucky University Louisiana State University Clemson University
Center on Deafness Office of Disability Services 225 S. Pleasantburg Drive
245 Wallace Building 111A Johnston Hall Greenville, SC 29606-5616
521 Lancaster Ave. Baton Rouge, LA 70803 (864) 250-8878 (V)
Richmond, KY 40475-3102 (225) 578-4913 (V) (864) 250-8889 (Fax)
(859) 622-8156 (V) (225) 578-2600 (TDD) firstname.lastname@example.org
(859) 622-2573 (Fax) (225) 578-4560 (Fax)
TeleTraining - An Inside Look: Addressing the
August 24th , 2007 Needs of Consumers who are Deaf and Low Functioning
TeleTraining - An Inside Look: New Perspectives On
September 19th, 2007 Reading and Writing and Implications for Instruction and
Testing with Dr. Noel Gregg (www.teletrain.org)
Sept 30th – Oct 4th, 2007 Southeast Regional Institute on Deafness (www.serid.org)
April 15th – 18th, 2008 PEPNet Biennial Conference (www.pepnet.org)
November 18-20 , 2008
Addressing the Needs of Students Labeled Deaf and Low
Functioning, At-Risk or Deaf Blind Conference