Studien undersöker vårdnadshavares erfarenheter av deras barns byte från grundskolan till specialskolan. Det är en intervjustudie med fem informanter som deltog i semistrukturerade intervjuer. Studien undersöker vilka erfarenheter vårdnadshavarna har av de två skolformerna och vad som ledde till beslutet att byta från grundskola till specialskola. Grundskolan beskrivs som en verksamhet som vill väl men saknar kunskap och ekonomiska förutsättningar att kunna anpassas till DHH elever. Detta leder för samtliga till beslutet att byta till specialskolan. Studien beskriver även erfarenheter av ansökningsprocessen till specialskolan som snårig och svårnavigerad. Intervjuerna analyseras med hjälp av tematisk analys. De teoretiska utgångspunkterna är hörselnormen som utgår från att alla är hörande och att avvikare ska anpassa sig till detta. Vidare används begreppet mainstreaming för att problematisera inkludering specifikt för DHH elever. Mainstreaming grundar sig i ett kulturellt lingvistiskt perspektiv på dövhet, som vänder sig mot synen på döva som personer vilka behöver åtgärdas med hjälp av hörseltekniska hjälpmedel. Slutsatserna är att flera faktorer påverkar vårdnadshavares beslut när de väljer skola för sitt barn men att de ofta blir påverkade av ”experter” inom vård och skolas tyckanden. Studien visar också att föräldraskapet utmanas på flera sätt när man får ett dövt barn. Dessutom visar studien att grundskolans brister i inkludering leder till social utsatthet. I dessa familjer beslutar sig därför för ett skolbyte till specialskolan där barnet nu får sina behov tillgodosedda på ett bättre sätt.

Afrikaans text / Alhoewel daar al vorige navorsing oor die dowe of hardhorende kind gedoen is, handel dit meestal oor die vroee identifisering van die kind se gehoorverlies,sy/haar plasingsmoontlikhede, en kommunikasie,asook die hantering van die kind met gehoorverlies binne die skoolopset. Die meeste beskikbare literatuur wat handel oor riglyne by die hantering van die dowe of hardhorende kind binne die gesinsopset, is verouderd. Hierdie studie is 'n fenomenologiese navorsingstudie. Uit die semi-gestruktureerde onderhoude is verskeie temas geidentifiseer wat betrekking het op die hantering van die dowe of hardhorende kind in die gesin. Praktiese riglyne is vir ouers daargestel ten op sigte van die dowe of hardhorende kind se kommunikasie, gesinslewe,die skool, asook sy/haar emosionele en sosiale funksionering. / Although previous research has been done abouth the hard-hearing child, most of the available research concentrates on early identification of hearing lost, placement and communication as well as to cope with hearing loss within the school environment. The majority of the literature which is currently available concerning guidelines for the deaf or hard-hearing children within the family group, is outdated. A phenomenological study has been done. By means of semi-structured interviews practical guidelines have been collected. Several themes were identified in the course of these interviews, namely: communication by the child with hearing loss, the effect of the hearing loss on the family members, the impact of hearing loss in the school environment and the implications of hearing loss on the child's emotional and social functioning. Guidelines were suggested for the practical management of deaf and hard-hearing children concerning communication, family life, scool and emotional and social functioning. / Educational Studies / M. Ed. (Voorligting)

Afrikaans text / Alhoewel daar al vorige navorsing oor die dowe of hardhorende kind gedoen is, handel dit meestal oor die vroee identifisering van die kind se gehoorverlies,sy/haar plasingsmoontlikhede, en kommunikasie,asook die hantering van die kind met gehoorverlies binne die skoolopset. Die meeste beskikbare literatuur wat handel oor riglyne by die hantering van die dowe of hardhorende kind binne die gesinsopset, is verouderd. Hierdie studie is 'n fenomenologiese navorsingstudie. Uit die semi-gestruktureerde onderhoude is verskeie temas geidentifiseer wat betrekking het op die hantering van die dowe of hardhorende kind in die gesin. Praktiese riglyne is vir ouers daargestel ten op sigte van die dowe of hardhorende kind se kommunikasie, gesinslewe,die skool, asook sy/haar emosionele en sosiale funksionering. / Although previous research has been done abouth the hard-hearing child, most of the available research concentrates on early identification of hearing lost, placement and communication as well as to cope with hearing loss within the school environment. The majority of the literature which is currently available concerning guidelines for the deaf or hard-hearing children within the family group, is outdated. A phenomenological study has been done. By means of semi-structured interviews practical guidelines have been collected. Several themes were identified in the course of these interviews, namely: communication by the child with hearing loss, the effect of the hearing loss on the family members, the impact of hearing loss in the school environment and the implications of hearing loss on the child's emotional and social functioning. Guidelines were suggested for the practical management of deaf and hard-hearing children concerning communication, family life, scool and emotional and social functioning. / Educational Studies / M. Ed. (Voorligting)

本研究之研究對象為「聽障網路使用者」。探討之主題為：一、聽障網路使用者之傳播工具使用偏好概況；二、聽障網路使用者使用網路獲取資訊之情形；三、聽障網路使用者以網路與他人互動溝通之情形；四、網路傳播對聽障者社會參與之影響。 研究設計方面，先以質化的參與觀察及深度訪談法進行前導性研究，再以量化的網頁及書面問卷進行調查研究。最後共回收307份有效樣本，進行統計分析。 綜合質化及量化研究的結果，對目前聽障傳播政策有以下建議： （一）考量不同的聽障特質，選擇適合的傳播方式 （二）電視節目加設字幕 （三）補助聽障者之簡訊及寬頻費用 （四）善用網路服務聽障市民 （五）加強社會教育、宣導「聽障傳播權」概念 （六）落實聽障傳播權法規之執行 關鍵字：聽障、聾、重聽、傳播、網路、手語、社會參與、電視字幕 / This research is to investigate communicational behavior and preference of the people with hearing-impairment, and to investigate how the people with hearing-impairment use Internet to communicate with others and to access information. This research also aims at finding out how the Internet affects social participation of people with hearing-impairment. In order to gather excessive amount of data, participant observation and in-depth interviews were used as pilot study in this research. After pilot study, a sample data about 307 people with hearing-impairment was collected via web survey and general survey. Based on the findings of this research, there are the following suggestions: 1.In order to achieve better communication effect, the government should use different communication channels when communicating to different type of people with hearing-impairment. 2.Add captions to all television programs. 3.Grant people with hearing-impairment subsidy to purchase SMS services from mobile phone companies and to purchase broadband network services. 4.0ffer services via Internet to people with hearing-impairment. 5.Propagate the communication rights of people with hearing-impairment by social education. 6.Enforce correlative rules to assure the communication rights of people with hearing-impairment. Key words: hearing-impairment, deaf, hard of hearing, communication. Internet, sign language, social participation, captions

This thesis is focused on the identification of emotional expressions in the human face. The theoretical part includes an introduction to the issue of emotions, the history research on the identification of emotional expressions, the description of the various expressions of basic emotions and their recognition followed with the characteristics of the group of hearing-impaired. In the empirical part the research on the recognition identification of emotions in the face from the portraits is described. The aim of this thesis is to compare the accuracy of identification of emotional expressions among the groups of hearing, deaf and hard of hearing, and their development across all age categories. In my research I focus on the seven basic emotions (fear, anger, sadness, surprise, hapiness, disgust and contempt) and one social emotions (shame). The research did not confirm my assumptions. No statistically significant difference among the three groups in the overall identification of emotional expression was proved. The only difference was in the recognition of disgust which resulted in favor of the hearing. In the general comparison of ages between the hearing impaired (the deaf and the hard of hearing together) any significant differences were not discovered, either. Nevertheless, within each age...

Com a Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008), as escolas regulares vêm recebendo um número maior de estudantes surdos ou com deficiência auditiva (S/DA), que antes frequentavam escolas especializadas. No entanto, dados apontam a diminuição do número de estudantes S/DA matriculados no ensino fundamental para o ensino médio, e do ensino médio para o ensino superior; ou seja, existem razões para se acreditar que barreiras educacionais se impõem no caminho desses estudantes para que conquistem uma formação educacional completa. Neste contexto, o objetivo deste trabalho é propor um modelo de aceitação de tecnologias levando em consideração fatores que envolvam aspectos do contexto da educação inclusiva, bem como efetuar experimento da interação de usuários S/DA com uma tecnologia para avaliar o modelo. Dentre os fatores mencionados um deles se refere às potenciais barreiras educacionais vivenciadas pelos estudantes S/DA em salas de aula inclusivas. Com relação à metodologia de pesquisa, o estudo desenvolveu-se em ciclos. Na medida em que as investigações avançavam, um novo estudo iniciava, se desenvolvia e se fechava. Isso permitiu que a proposta inicial tivesse sucessivos refinamentos ao longo do tempo até o ponto em que os questionamentos iniciais foram respondidos e o objetivo foi atingido. O modelo proposto mostrou resultados positivos, no sentido de conseguir capturar os fatores que podem influenciar a aceitação de tecnologias considerando o contexto de aplicação específico, uma vez que estes incorporam os aspectos da qualidade pragmática e os aspectos da qualidade hedônica, questões relacionadas à utilidade percebida da minimização de potenciais barreiras educacionais, expectativas futuras, e condições facilitadoras. Conclui-se que o modelo engloba tanto a investigação sobre questões motivacionais pessoais dos usuários quanto a investigação de aspectos do contexto de uso, e que o modelo pode ser utilizado para a finalidade a qual foi proposto, a avaliação de aceitação de tecnologias em ambientes de educação incluvisa. / With the foundation of the National Policy on Special Education on the Perspective of Inclusive Education (2008), mainstream schools are receiving a greater number of deaf or hard of hearing (D/HH) students, that once before were attending specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to high school, and from high school students to higher education; ie, there are reasons to believe that educational barriers are imposed on the way of these students to conquer a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account factors that ivolve aspects of the inclusive education context, as well as performing experiment on the interaction of D/HH users with a technology to evaluate the model. Among the factors, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles. To the extent that the investigations progressed, a new study began, was unfolded and closed. This allowed successive refinements over time to the point where the initial questions were answered and the goal was reached. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality, also issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users personal motivation and context of use aspects, and the model can be used for the purpose for which it was proposed, technology acceptance evaluation considering inclusive education contexts.

Com a Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008), as escolas regulares vêm recebendo um número maior de estudantes surdos ou com deficiência auditiva (S/DA), que antes frequentavam escolas especializadas. No entanto, dados apontam a diminuição do número de estudantes S/DA matriculados no ensino fundamental para o ensino médio, e do ensino médio para o ensino superior; ou seja, existem razões para se acreditar que barreiras educacionais se impõem no caminho desses estudantes para que conquistem uma formação educacional completa. Neste contexto, o objetivo deste trabalho é propor um modelo de aceitação de tecnologias levando em consideração fatores que envolvam aspectos do contexto da educação inclusiva, bem como efetuar experimento da interação de usuários S/DA com uma tecnologia para avaliar o modelo. Dentre os fatores mencionados um deles se refere às potenciais barreiras educacionais vivenciadas pelos estudantes S/DA em salas de aula inclusivas. Com relação à metodologia de pesquisa, o estudo desenvolveu-se em ciclos. Na medida em que as investigações avançavam, um novo estudo iniciava, se desenvolvia e se fechava. Isso permitiu que a proposta inicial tivesse sucessivos refinamentos ao longo do tempo até o ponto em que os questionamentos iniciais foram respondidos e o objetivo foi atingido. O modelo proposto mostrou resultados positivos, no sentido de conseguir capturar os fatores que podem influenciar a aceitação de tecnologias considerando o contexto de aplicação específico, uma vez que estes incorporam os aspectos da qualidade pragmática e os aspectos da qualidade hedônica, questões relacionadas à utilidade percebida da minimização de potenciais barreiras educacionais, expectativas futuras, e condições facilitadoras. Conclui-se que o modelo engloba tanto a investigação sobre questões motivacionais pessoais dos usuários quanto a investigação de aspectos do contexto de uso, e que o modelo pode ser utilizado para a finalidade a qual foi proposto, a avaliação de aceitação de tecnologias em ambientes de educação incluvisa. / With the foundation of the National Policy on Special Education on the Perspective of Inclusive Education (2008), mainstream schools are receiving a greater number of deaf or hard of hearing (D/HH) students, that once before were attending specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to high school, and from high school students to higher education; ie, there are reasons to believe that educational barriers are imposed on the way of these students to conquer a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account factors that ivolve aspects of the inclusive education context, as well as performing experiment on the interaction of D/HH users with a technology to evaluate the model. Among the factors, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles. To the extent that the investigations progressed, a new study began, was unfolded and closed. This allowed successive refinements over time to the point where the initial questions were answered and the goal was reached. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality, also issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users personal motivation and context of use aspects, and the model can be used for the purpose for which it was proposed, technology acceptance evaluation considering inclusive education contexts.

<p>Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod.</p> / <p>Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.</p>

Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod. / Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.

This project discusses the importance of accurate note-taking for D/deaf and hard of hearing students who have accomodation requirements and offers innovative opportunities to improve the student experience in order to encourage more D/deaf and hard of hearing individuals to persue academia. It also includes a linguistic analysis of speech singals that correspond to transcription output errors produced by speech-to-text programs, which can be utilized to advance and improve speech recognition systems. / In hopes to encourage more D/deaf and hard of hearing (DHH) students to pursue academia, speech-to-text has been suggested to address notetaking issues. This research examined several transcripts created by two untrained speech-to-text programs, Ava and Otter, using 11 different speakers in academic contexts. Observations regarding functionality and error analysis are detailed in this thesis. This project has several objectives, including: 1) to outline how the DHH students’ experience differs from other note-taking needs; 2) to use linguistic analysis to understand how transcript accuracy converts to real-world use and to investigate why errors occur; and 3) to describe what needs to be addressed before assigning DHH students with a captioning service. Results from a focus group showed that current notetaking services are problematic, and that automatic captioning may solve some issues, but some errors are detrimental as it is particularly difficult for DHH students to identify and fix errors within transcripts. Transcripts produced by the programs were difficult to read, as outputs lacked accurate utterance breaks and contained poor punctuation. The captioning of scripted speech was more accurate than that of spontaneous speech for native and most non-native English speakers. An analysis of errors showed that some errors are less severe than others; in response, we offer an alternative way to view errors: as insignificant, obvious, or critical errors. Errors are caused by either the program’s inability to identify various items, such as word breaks, abbreviations, and numbers, or a blend of various speaker factors including: assimilation, vowel approximation, epenthesis, phoneme reduction, and overall intelligibility. Both programs worked best with intelligible speech, as measured by human perception. Speech rate trends were surprising: Otter seemed to prefer fast speech from native English speakers and Ava preferred, as expected, slow speech, but results differed between scripted and spontaneous speech. Correlations of accuracy and fundamental frequencies showed conflicting results. Some reasons for errors could not be determined without knowing more about how the systems were programed. / Thesis / Master of Science (MSc) / In hopes to encourage more D/deaf and hard of hearing (DHH) students to pursue academia, automatic captioning has been suggested to address notetaking issues. Captioning programs use speech recognition (SR) technology to caption lectures in real-time and produce a transcript afterwards. This research examined several transcripts created by two untrained speech-to-text programs, Ava and Otter, using 11 different speakers. Observations regarding functionality and error analysis are detailed in this thesis. The project has several objectives: 1) to outline how the DHH students’ experience differs from other note-taking needs; 2) to use linguistic analysis to understand how transcript accuracy converts to real-world use and to investigate why errors occur; and 3) to describe what needs to be addressed before assigning DHH students with a captioning service. Results from a focus group showed that current notetaking services are problematic, and that automatic captioning may solve some issues, but some types of errors are detrimental as it is particularly difficult for DHH students to identify and fix errors within transcripts. Transcripts produced by the programs were difficult to read, as outputs contain poor punctuation and lack breaks between thoughts. Captioning of scripted speech was more accurate than that of spontaneous speech for native and most non-native English speakers; and an analysis of errors showed that some errors are less severe than others. In response, we offer an alternative way to view errors: as insignificant, obvious, or critical errors. Errors are caused by either the program’s inability to identify various items, such as word breaks, abbreviations, and numbers, or a blend of various speaker factors. Both programs worked best with intelligible speech; One seemed to prefer fast speech from native English speakers and the other preferred slow speech; a preference of male or female voices showed conflicting results. Some reasons for errors could not be determined, as one would have to observe how the systems were programed.