Real-time captioning (RTC) is a rapidly developing technology that differs somewhat from other forms of captioning. Whereas typical captioning technology is retroactively added, often in a simplified form, in transcripts or as subtitles (see Daelemans et al. 2004), RTC is generated in real time with a delay of only seconds, thus providing viewers with access to captioned content almost instantaneously. In this project, real-time captioning was introduced within mainstream classrooms via laptop, tablet and interactive whiteboard devices to provide students with a disability ( such as autism spectrum disorder, epilespy or whoe were deaf and hard of hearing), an opportunity to access teacher talk, and that of their of their peers in real time, and after class via the provision of a verbatim transcript of the lesson.Real time captioning acts as an interface between behaviour and practice, illuminating the difficulties faced by learners with a disability in regards to accessing content and participating in tasks, with a potential impact on the way teachers in mainstream settings manage student behaviour. Ultimately, the worth of real time captioning for students with disabilities is not only to support and augment effective teacher practice, but to facilitate greater inclusion and confidence within any classroom setting. The paper will outline the results from 3 trials where students who are deaf and hard of hearing, have ASD or epilepsy have utilised the Visible Classroom. The tools potential to support student learning will be discussed.

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