# Modeling transcription process of educational documents for visually impaired students

Léa Pacini, Jérôme Dupire, Isabelle Barbet, Olivier Pons, Caroline Huron

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Léa Pacini, Jérôme Dupire, Isabelle Barbet, Olivier Pons, Caroline Huron. Modeling transcription process of educational documents for visually impaired students. AAATE2025, Sep 2025, Nicosia, Cyprus. hal-05042750

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Modeling transcription task of educational
documents for visually impaired students

Lea Pacini<fnref n="1" />, Jérôme Dupire<fnref n="1" />, Isabelle Barbet<fnref n="1" />, Olivier Pons<fnref n="1" />, and
Caroline Huron<fnref n="3" />,<fnref n="4" />,⁵

**Abstract.** Since February 11, 2005, a French law has guaranteed the right for all children with a disability to attend mainstream classes. As a result, teaching materials must be adapted to ensure they are accessible and usable by these students. Through shadowing observations and interviews with experts in the transcription of materials for visually impaired students, we have modeled the transcription process. This model aims to provide a comprehensive description of the different practices used by these experts. It enabled us to: 1) understand the challenges and 2) identify the main obstacles.

**Keywords:** Inclusion, Visual Impairment, Adaptation Process, Shadowing, Special Needs

# 1 Introduction

In France, the law of February 11, 2005 guarantees every child with a disability to attend the school closest to their home. This law also mandates classroom accommodations and the adaptation of teaching materials to meet disabled students' specific needs, allowing them to develop the same skills as their peers. As teaching materials are not always adapted to their different needs, they must be transformed so that students can access and use them independently in the classroom or at home. This transformation process, referred to as transcription-adaptation, is carried out by various organizations across France. Our study focuses on the adaptation of educational documents for visually impaired students, which can be achieved in two different ways: enhancing visual information (e.g., by producing large print documents) or presenting visual information through another sensory modality, such as auditory or tactile formats [1]. Although essential, this adaptation process entails significant costs in terms of both time and financial resources. Schools struggle to provide all students with disabilities with the transcriptions and adaptations they need to follow the curriculum. According to Castillan et al. [2], delays in delivering adapted materials can range from several days to several weeks. Moreover, transcription experts sometimes encounter

<footnote n="1">¹ Conservatoire National des Arts et Métiers, Cedric, Paris, France</footnote>

<footnote n="2">² Inserm, SEED, U1138, Paris, France</footnote>

<footnote n="3">³ Learning Planet Institute, Paris, France</footnote>

<footnote n="4">⁴ Institut du Cerveau de l'Enfant, Paris, France</footnote>
difficulties in preserving the educational objectives of the content while ensur-
ing it remains accessible. In an attempt to meet the high demand for adapted
documents to a wide range of student profiles, we aim to develop tools that can
partially or fully automate the adaptation process. To this end we sought to gain
a deeper understanding of the practices and challenges involved, by conducting
observation sessions and semi-structured interviews with experts in the field. Our
study, funded by ANR, specifically addresses the adaptation of French language
textbooks for visually impaired students, who represent just over 5,000 children
for the 2023-2024 school year in France [3]. We seek to determine, for example,
whether there is a standardised process shared among different experts in how
to deal with requests and adapt content. Ultimately, our aim is to formulate
recommendations for the development of a platform dedicated to the adaptation
of educational materials, capable of meeting the various requirements. This work
was supported by the French National Research Agency (ANR) MALIN project
(ANR-21-CE38-0014).

## 2 Investigation Methods

Our research first involved designing a model of the transcription-adaptation
process based on shadowing observations. We then sought to generalize and
refine this model through semi-directed interviews with other professionals in
the field.

Shadowing is a research technique in which a researcher closely follows a
subject over a period of time to study what they actually do in their daily work,
rather than what their role dictates [4,5]. It involves the real-time transcription
of observations on all the activities of the person being observed. This method
has the advantage of capturing information directly from the target audience
and is flexible enough to allow the observer to ask questions for clarification and
gain deeper insights into observed activities [4,5,6]. We conducted observations
within two organizations. In organization A, the transcription department is
composed of six experts, including two proofreaders who are visually impaired.
Three experts agreed to be observed. One expert was observed over three ses-
sions, and the other two over 2 sessions each. Each session lasted between 2
and 3 consecutive hours. Notes were taken either on a computer, or on a mobile
phone when moving between different departments or buildings. In organiza-
tion B, the transcription department is composed of five experts. Observations
took place during a 1-hour session with a single expert. Notes were taken on a
computer. Observations were conducted at the beginning of the school year, a
period characterized by a high workload. We therefore adapted to the deadlines
of the observed experts. Additional questions were asked during or after the
observations to clarify certain observed practices.

The semi-structured interviews were conducted individually by video-conference, each lasting approximately one hour. This method was suitable for interviewing several experts located across the country and for gathering information about their practices to complete our data. Nine experts from various organizations
across France participated. Recruitment was carried out through direct contact
or via the French transcribers' mailing list. The interview grid was organized in
three parts: (1) questions about the transcription department and the expert's
work (working conditions, type of produced adaptations, ...) ; (2) a practical
adaptation situation in which the expert was asked to explain how they would
adapt a set of exercises presented to them; (3) questions regarding potential
difficulties encountered, concluding with an open-ended question about possible
solutions.

3 Results

Observed experts worked at a desk, with a stationary computer, a keyboard and a mouse. They often used two screens. Remote work is possible, in which case they may need to remotely access their worksite computer. The observations covered the entire adaptation process, from the initial transcription request to the final delivery, as well as related tasks such as specific internet searches or media printing. Despite the variety of practices, we identified the common stages of the process based on our investigations. These stages are described below.

**3.1 Adaptation Process**

**Requests Reception** Requests are made by specialist or mainstream teachers, by e-mail or directly given to the transcriber or the transcription department. Documents to be adapted are mainly excerpts of textbooks or material created by teachers.

**Process Preparation** Since the adaptation process takes time, transcribers usually request a 2-to-3 weeks period to guarantee the quality of the production. Preparation consists of two tasks, which may be carried out either simultaneously or iteratively. On one hand, requests must be managed and allocated among the different experts in the transcription department. Allocations are usually discussed among transcribers at the beginning of the academic year and can be impacted by various factors. Often, the identity of the students who will benefit from the adaptation is considered first, as each transcriber follows about ten students per year. The distribution of students among transcribers is based on the latter's skills and preferences. For example, some transcribers specialize in Braille adaptation; in such cases, they will primarily follow students who need Braille documents. Sometimes, the student's age or the type of material to be adapted influences the allocation. For instance, some transcribers prefer adapting textbooks, which are more often requested for elementary school children. Before requests are allocated, an evaluation of the estimated time and difficulty is systematically carried out to assess the workload associated with each task. Other requests, particularly those involving a heavy workload, are then divided on a case-by-case basis. For example, adapting drawings often involves recreating them entirely to ensure accessibility. These assessments are taken into account
when distributing the workload among experts. On the other hand, some documents may be needed for the adaptation to be produced. Transcribers have access to scanned textbooks (pdf format) provided by publishers through a dedicated official platform. This platform enables document sharing, and contains some materials that have already been adapted. Similarly, some organizations use an internal database to share both source documents and adapted materials. Eventually, transcribers can also rely on their peers to obtain specific documents if they can't be found either on the official platform or in the internal database.

**Text Retrieval** Once the relevant documents have been retrieved, experts need to extract the textual content. This can be done in three different ways.

(1) Optical Character Recognition (OCR) is applied either to the entire document or area by area. The latter approach better preserves the structure of the source document and is particularly useful when working with PDF files. The extracted text is then exported into a new document.

(2) Copy/paste from the source document to the adaptation document. This method requires frequent back-and-forth between the two documents.

(3) Direct text typing is used when textual content in the source document is actually an image (screenshot, handwritten scanned document, ...) or when the document layout complicates extraction (such as when text is divided into two or more columns, which is common in textbooks). Methods (2) and (3) require the creation of a new working document beforehand.

Regardless of the method used, the extracted text must be reviewed to correct any extraction errors (such as misrecognized special characters or mathematical equations). It is typically during this stage of the transcription process that some textual formatting—such as italic or forced line breaks—is removed.

**Adaptation Choices** Most adaptation choices concern textual formatting or graphic content modifications. They are based on the medical assessments conducted by healthcare teams working with the students (such as orthoptists, occupational therapists, ...). These assessments are provided to the experts and detail the students' specific needs, including the required font, font size, line spacing, colors, and other elements.

*Adaptation Choices for Textual Document* can be divided into two categories : generic adaptation choices and Braille specific adaptation choices.

Generic adaptation choices relate to the formatting and structuring of the content. These modifications are based not only on the needs and preferences of the students but also on the type of source document, the type of adaptation requested, or even the transcriber's working habits. In this regard, it is usually easier for experts to first remove all formatting from the source document when possible (for example, when working with a word processor file), before reformating it as needed. When a student's profile allows it, transcribers often save the required formatting as a template in order to speed-up the process. Below are some of the main adaptation choices made by transcribers.
(1) Document structuring: This is one of the most important aspects, as it allows students to navigate the document easily and to follow during classes. Since both large print and Braille format face similar space limitation issues, the printed adapted documents are significantly larger than the original document. Therefore, double pagination is required, indicating both the page number in the adapted document and the corresponding page number in the source document. Document structuring is also achieved through the use of heading styles, which similarly aim to facilitate navigation within the document. However, practices vary depending on several factors, such as document size, type of adaptation, and the transcriber's habits. Nevertheless, excessive use of heading style can make a printed Braille adaptation confusing, as the distinctions between styles rely primarily on spacing.

(2) Reorganization is applied in specific situations, mostly when the source document contains pictures. The title and caption of the picture are placed before it, to improve understanding of the content. Similarly, when questions relate to a specific piece of content, they are displayed before the content itself. This way, students know precisely what to look for, avoiding repeated back-and-forth between the content and the questions.

(3) Emphasizing text: text emphasis choices are made to align closely with the source document, as long as they are compatible with student's needs, while also taking into account experts' established practices and preferences. However, some types of emphasis, such as framing text or using italics, are often avoided by experts. In Braille adaptations, emphasis is generally kept to minimum, to "not slow down the reading, even more (when) there is emphasis elsewhere". For instance, during one of the observation sessions of a printed Braille adaptation, a transcriber initially decided to remove bold formatting from the text because it was "slowing the reading down". Later in the session, they decided to keep bold emphasis because "it is only one word". Indeed, the information load of the content needs to be taken into account when emphasizing, and more broadly when adapting. Regarding large print adaptations, text may be emphasized using bold or color as long as there are no contraindications in the student's medical records.

Braille adaptation, whether printed or digital, is carried out using Braille software. The most commonly used software by the experts we observed and interviewed is DBT. It allows the conversion of text from a word-processed document into Braille. Specific codes are used to structure the adapted document. Information such as double pagination, whether "uncontracted" or "contracted" Braille is used, transcribers' notes or Braille indicators are conveyed through these codes.

*Adaptation Choices for Graphic Documents* depend on their nature. Decorative elements, such as those commonly found in textbooks, are not adapted because they are not essential for understanding the content. For pictures with educational relevance, adaptation choices depend on the time required for adaptation, the complexity of the document, the skills of the transcribers, and the information that needs to be conveyed. Graphic documents for blind students can be
adapted in two different ways : textual description or raised-line pictures. Textual description is used for documents that can be easily understood by reading, such as timelines: "(we need to) give the information in the easiest way". Transcribers also insert a "transcriber's note" in the adapted document to link the description to the corresponding source picture. Raised-line pictures are produced using a special ink that rises when heated, forming a picture in relief that can be recognized by touch... Geographical maps are often adapted in this way. Different areas are distinguished by adding tactile patterns (e.g., dots, lines, grids), which become raised after heating. However, patterns must be clearly distinguishable from one another, and the use of too many patterns can make the pictures confusing. For partially sighted students, adaptation focuses more on modifying the original picture : adjusting contrasts or colors, thickening outlines or even adding "comfort blank"— white spaces around outlines — to improve overall contrast, and thus enhance perception of the picture. Sometimes, pictures are too complex, and must be divided into simpler parts or enlarged, to pass on the information step by step. Regarding color adaptation, "It's important to determine whether the color conveys information or if it was added purely for aesthetic purposes."

Once edited, these images can be inserted directly into the main body of the text. Overall, adapting graphic content often involves partially or fully redrawing the source image to simplify it. In some cases, adaptation is not possible. This occurs particularly when textual content refers to an image that must be described, but a textual description would effectively give away the answer to the student, and creating a raised-line picture would be too costly or impractical. Furthermore, raised-line drawings require specific training and may not be suitable for younger students. In such cases, discussions with specialist teachers may take place to assess the relevance of the content. Transcribers may then propose not to adapt the content, to substitute it with another exercise training the same skills, or to adapt the content while explicitly indicating its limitations.

**Verification** Verification involves reviewing and reassessing the entire document to ensure that it meets the specific needs of the student it is intended for, in terms of formatting and structure (e.g., font, font size, heading styles, etc.), Braille translation (correct recognition of Braille codes by the software), and the quality of raised-line graphics. This stage is carried out by transcribers and may occur several times during the adaptation process—for instance, when the document is particularly long. One of the experts we observed mentioned performing this check after completing each page, while noting that "it's up to the transcriber's discretion." Verification can also take place once the document has been fully adapted, especially if it is short or requires only minor adjustments, such as font and font size changes. Specialist teachers may also be consulted at this stage to finalize the adaptation to ensure that all educational objectives are met. For documents adapted into Braille, verification tends to be more time-consuming. In the DBT software, verification involves importing the word-processed document and converting it into Braille. The software then displays the Braille text and checks that Braille indicators have been correctly
interpreted. In one of the observed organizations, an additional proofreading
stage is included: the adapted documents are sent to proofreaders, who are both
expert transcribers and expert users, as they themselves are visually impaired.
These proofreaders review the Braille documents and provide feedback to their
colleagues when sections are unclear due to overload or poor structure. This step
also provides the original transcriber with an opportunity to discuss adaptation
choices that may have been uncertain during the process. The validation stage
may sometimes be skipped, particularly when the document is short, requires
minor changes, or when time constraints apply.

**Printing** Printed materials can include Braille documents, large print documents, or raised-line graphics. The latter are typically included as appendices to embossed Braille documents and are referenced within the Braille text. All components are often bound together to provide the student with a single, unified document. Large print documents may be intended for some partially-sighted students, but they can also be printed as a complement to Braille materials. In such cases, they are intended for the student's entourage—such as teachers or parents—who are generally not Braille readers.

**Delivery** Delivery can occur in various ways, depending on the final format of the documents. Digital documents are either sent directly via email or uploaded onto a server or platform used for resource sharing. Printed materials (such as paper Braille documents or raised-line graphics) may be produced by the transcription organization and then either mailed or delivered to the specialist teachers, who are responsible for bringing them to the schools. In some cases, specialist teachers may also print the documents on-site.

**Feedback** Feedback can be provided throughout the school year by students, mainstream teachers, and/or specialist teachers regarding the adaptations delivered. This can occur, for instance, when a student's condition evolves over time or when the adapted content is too specific for the student's exact needs to have been anticipated. Specialist teachers, who maintain contact with the transcribers, are responsible for conveying this feedback. Adaptations are then revised accordingly.

4 Discussion

Modeling the transcription activity has highlighted significant variations in prac-
tices between different organizations, but also within the same organization.
These differences can be attributed to students' specific needs, as visual impair-
ment can manifest in a wide range of ways. They are also linked to the diversity
of software knowledge and skills among experts. Some are more accustomed to
using word processing software (typically Microsoft Word), while others pre-
fer the Adobe suite (particularly InDesign) to produce their documents. The
high degree of content personalization combined with the diversity of practices among experts, leads to situations where, even for the same educational content and similar student needs, multiple different adaptations may be produced. Our model also highlights several obstacles to the efficiency of the adaptation process. In particular, the pooling of adapted documents is almost non-existent, often resulting in experts re-adapting documents that had already been processed by others. Moreover, the format of source documents, often provided as PDF, makes text retrieval difficult. The DBT verification workflow also entails several sequential steps—file saving, import into Braille software, validation of Braille code recognition, text-to-Braille conversion, output verification—which cumulatively impact production efficiency.

## 5 Conclusion

The objective of this study was twofold. First, we aimed to detail the adaptation process of educational content for visually impaired students, developing a model of transcription tasks based on observations and interviews. The stages we identified are consistent with the five stages previously described by [2]. Second, based on this model, our future work aims to identify areas where targeted interventions could help enhance and optimize the adaptation process. For instance, this could involve developing recommendations for presenting adapted educational content, in order to unify practices, or for structuring PDF files to ensure better content retrieval. Combined with better sharing of adapted documents, this approach could meet rising demand for accessible materials while preserving the expertise needed to personalize them.

## References

1. Douglas, G., McLinden, M., Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education. 26, 25-38 (2011). https://doi.org/10.1080/08856257.2011.543543

2. Castillan, L., Lemarié, J., Mojahid, M.: L'accessibilité des manuels scolaires numériques : l'exemple suédois, entre édition adaptée et édition inclusive. La nouvelle revue - Education et société inclusives. 87, 149-163 (2020). https://doi.org/10.3917/nresi.087.0149

3. RERS - Repères et références statistiques : enseignements - formation - recherche : édition 2024. https://rers.depp.education.fr/data/2024/RERS.pdf

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