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.
Regardless of one's role in administering an assessment – as a professor in a college course or a psychological examiner conducting an evaluation – test providers recognize the importance of obtaining an accurate measurement of student learning, knowledge, abilities, attitudes, and skills.
While visual language interpreters have gained more prominence and visibility in the classroom as a result of the passage of the American with Disabilities Act in 1990, they have been a part of the educational landscape since the early 1970s. Despite longevity in the classroom, the role and function of the interpreter is often confusing and distracting.
Researcher Judith Garman looks at whether captions and description can be beneficial for people with autism.
In December of 1979, as a project at the University of Maryland, Karen Brickett interviewed Dr. Malcolm (Mac) J. Norwood, the "Father of Closed Captioning." Dr. Norwood relates how 10% of the general population would not accept captions on their TV screens, which necessitated the development of a closed-captioning system. He discusses the postponement of decoder sales until March of 1980, estimates of the number of potential viewers of closed-captioned TV, predicts 22 to 22½ hours of captioned programs will be available by the end of 1980, discusses the development of two captioning centers on the East Coast and West Coast, and addresses other exciting developments. This 25-minute production is the only known video of Dr. Norwood. Thanks to Karen Brickett Russell for sharing this record of captioning history.
With the advent of description, people who are blind or visually impaired gained an important tool with which to broaden their understanding and enjoyment of the unique visual nature of films and other visual media. Though a relatively new phenomenon compared to captioning, which established its roots more than 60 years ago, there have been many notable developments in the history of description.
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.
