Families and school personnel (including those in training) who have at least one student with a disability can sign up for free membership.
Standards-aligned videos with high-quality captions and audio description.
Create lessons and assign videos to managed Student Accounts.
Educator and sign language training videos for school personnel and families.
Find resources for providing equal access in the classroom, making media accessible, and maximizing your use of DCMP's free services.
DCMP's Learning Center provides hundreds of articles on topics such as remote learning, transition, blindness, ASL, topic playlists, and topics for parents.
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DCMP offers the only guidelines developed for captioning and describing educational media, used worldwide.
Learn how to apply for membership, find and view accessible media, and use DCMP’s teaching tools.
DCMP offers several online courses, including many that offer RID and ACVREP credit. Courses for students are also available.
Asynchronous, online classes for professionals working with students who are deaf, hard of hearing, blind, low vision, or deaf-blind.
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For interpreters, audio describers, parents, and educators working with students who are hard of hearing, low vision, and deaf-blind.
Modules are self-paced, online trainings designed for professionals, open to eLearners and full members.
These self-paced, online learning modules cover the topics of transition, note-taking, and learning about audio description.
DCMP can add captions, audio description, and sign language interpretation to your educational videos and E/I programming.
Captions are essential for viewers who are deaf and hard of hearing, and audio description makes visual content accessible for the blind and visually impaired.
DCMP can ensure that your content is always accessible and always available to children with disabilities through our secure streaming platforms.
DCMP partners with top creators and distributors of educational content. Take a look
The DCMP provides services designed to support and improve the academic achievement of students with disabilities. We partner with top educational and television content creators and distributors to make media accessible and available to these students.
Hilari Scarl explains how quality audio description enhanced her documentary.
A few years ago, the great-great-granddaughter of the Deaf pioneer and National Association of the Deaf (NAD) supporter, Edmund Booth, told me a story about her great-niece learning about the California Gold Rush in her social studies class. The young girl excitedly shared the fact that she was a descendant of a "Forty-Niner," but her classmates and her teacher did not believe her. She called her dad and asked him to bring the book Edmund Booth, Deaf Pioneer when he picked her up that day. During a subsequent "show-and-tell" activity, she was thrilled to use the book to explain about her proud heritage that included Edmund Booth and his wife Mary Ann Walworth Booth, both Deaf.
Unusual things happen when products are designed to be accessible to people with disabilities. It wasn't long after sidewalks were redesigned to accommodate wheelchair users that the benefits of curb cuts began to be realized by everyone.
El DCMP brinda a los padres una mejor opcion para ayudar a estudiantes ciegos o con impedimentos visuales a aprender de los componentes visuales contenidos en medios audiovisuales.
La inserción de “caption” o subtítulos ocultos es el proceso por el cual se convierte el contenido de audio de un programa de televisión, un Webcast, una película, un video, CD-ROM, DVD, un evento en vivo y en directo o cualquier otro tipo de producción a texto, y se hace que éste a su vez aparezca en una pantalla o monitor. Dicho texto incluye la identificación de los hablantes, efectos de sonido y descripción de la música. En esencia, el “caption” o subtítulo oculto se basa no solo en lo que se dice, sino también en lo que se comunica. Es decir, no es una mera transcripción de texto.
La descripción es la narración verbal de elementos visuales importantes en medios de comunicación y producciones en vivo. Normalmente se añade durante pausas naturales dentro de los diálogos, la música o el audio de fondo. El objetivo básico de la descripción es brindar acceso a las personas con pérdida visual, a la información contenida en producciones de televisión y de películas, producciones teatrales, librerías y museos.
MOKO es un explorador. Mientras recorre el mundo continente tras continente, hace muchos amigos y conoce maravillosos fenómenos naturales que algunas veces le fascinan y otras lo asustan. Cada episodio animado cuenta una aventura y se basa en una historia original que pretende explicar esos fenómenos naturales.
In today’s world, emergency preparedness is an important topic. Too often, individuals who are deaf or hard of hearing do not have access to emergency alerts. Visual emergency alerting systems provide equal access and allow people who are deaf or hard of hearing to evacuate safely during emergencies. Both the ADA and Section 504 of the Rehabilitation Act also mandate reasonable accommodations, which include visual fire alarms.
Cochlear implants (CIs) are complex electronic devices surgically implanted under the skin behind the ear. These devices use electrodes placed in the inner ear (the cochlea) to stimulate the auditory nerve of individuals who have significant permanent hearing loss. This document explains the basics of cochlear implants.
Students who are deaf or hard of hearing are continuing to explore academic opportunities in the college setting. They often are seeking to participate alongside their hearing peers rather than settling for alternatives to foreign language requirements. Frequently, both student and staff are unsure of how to achieve successful access and accommodations for these courses. Effective approaches are determined on a case by case basis taking into consideration a variety of factors, including the student’s accommodation needs, available resources, and the purpose of the course in the overall academic program for the student.
In April 2009 the Described and Captioned Media Program (DCMP) solicited input from teachers of students with visual impairments (TVIs) around the U.S. in an attempt to measure the awareness of the availability of described educational video-based media (i.e., video) and to uncover trends concerning overall video usage among TVIs. An online survey was publicized by way of various e-mail lists, websites, and professional development organizations; this effort resulted in 222 unique responses, summarized in the various sections below.
1960 article about training captioners
At a TEDxBozeman event, Gary Robson asks, "Does closed captioning still serve deaf people?" During his presentation, Robson addresses the history and long process of developing and making captions readily available to individuals who are deaf or hard of hearing. Even though, captioning is now available, the FCC just recently enacted laws governing the quality of captions. Robson discusses the four components of caption quality while demonstrating how poor quality captions can significantly impact the lives of people who are deaf or hard of hearing.
The Captioning Tip Sheet is intended as a quick reference for captioners. View the DCMP Captioning Key for a comprehensive and accessible reference for captioning.
This 60-minute webinar, the fourth in a series, features a live panel discussion about how YouDescribe, a tool anyone can use to add description to YouTube videos, is being used to provide access to content beyond the K-12 classroom.