Caption Phone

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A tool designed to help individuals who are deaf or hard of hearing communicate over the telephone. It works by displaying real-time captions of the conversation on a screen, allowing users to read what the other person is saying in addition to hearing it.

  • Sensory
    • Hearing
  • Access
    • Instruction
    • Communication

Mid - High Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Find potential contacts within your LEA and at your ESC for support.

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Find potential contacts within your LEA and at your ESC for support.

  • Speech-Language Pathologist (SLP): An SLP is a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a speech impairment (SI) and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the special education service of speech therapy. An SLP may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Speech therapy in schools most often addresses communication skills in the areas of articulation, language, and fluency. SLP services can be provided 1:1, in a small group setting, or may involve the SLP providing inclusive support in a general education classroom. The SLP may be a member of the LEA assistive technology (AT) team.
  • Teachers of Students who are Deaf or Hard of Hearing (TODHH): A TODHH is trained to facilitate the academic, social, and linguistic development of students who are deaf or hard of hearing, ages birth to 21 years. They possess expertise in a range of communication modalities, including American Sign Language (ASL), English-based manual-visual languages, and spoken language. TODHHs assess individual student needs, develop tailored instructional plans, and collaborate with other professionals to ensure inclusive learning environments. They employ adaptive teaching strategies, assistive technologies, and specialized curricula to optimize students' educational experiences and promote their overall success in academic and social settings.

What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

  • Understanding of basic phone operations
  • Reading skills
  • Communication skills
  • Access to phone conversations

In what activities, classes, or environments will the student utilize this tool?

Caption phones typically have a built-in screen where the captions are displayed alongside the traditional telephone interface. Some models may also have adjustable font sizes and colors to accommodate different visual preferences. 

Caption phones can be either landline or VoIP (Voice over Internet Protocol) based, and they may require a broadband internet connection for operation. This technology enables individuals who are deaf or hard of hearing to have more accessible and inclusive communication experiences over the phone. Here's how caption phones can help: 

  • Accessibility: Caption phones provide real-time text captions of spoken conversations, making phone calls accessible for individuals who are deaf or hard of hearing who may rely on written communication. 
  • Independence: For individuals who are deaf or hard of hearing, caption phones allow them to communicate independently over the phone without relying on others to interpret conversations for them. 
  • Improved communication: Caption phones facilitate clearer communication by providing text captions alongside spoken dialogue. This can reduce misunderstandings and ensure that important information is accurately conveyed during phone conversations. 
  • Academic support: Caption phones can be particularly useful for students in academic settings, allowing them to participate in phone-based activities such as interviews, conference calls, or discussions with teachers and classmates. 
  • Enhanced learning opportunities: Caption phones enable students to access a wider range of learning opportunities, such as participating in remote lectures, phone-based tutoring sessions, or educational peer phone calls. 
  • Integration with assistive technologies: Caption phones can often be integrated with other assistive technologies, such as hearing aids or cochlear implants, to provide a more comprehensive solution for students who are deaf or hard of hearing.

Resources and Training

CFR 300.324(a)(2)(v) requires the Admission Review and Dismissal (ARD) committee to consider whether a child needs assistive technology devices and services in the development, review, and revision of their IEP. This resource is intended to serve as a repository of the most commonly used AT resources to assist users with understanding the purpose of each AT tool, aspects of use for consideration within IEP development for students, and additional AT implementation resources.

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