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DCMP offers the only guidelines developed for captioning and describing educational media, used worldwide.
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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.
The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. These findings indicate that intermediate-level foreign language students' listening comprehension/reading comprehension can be substantially enhanced via the use of captions in English or Spanish
These 2011 guidelines were created to guide Pearson's development teams and are updated regularly with new techniques. Make educational Web media accessible to people with disabilities. Explains how to: 1) meet the international Web content accessibility guidelines from the World Wide Web Consortium, specifically Web Content Accessibility Guidelines Version 2.0 (WCAG 2.0) at Level AA and 2) meet current U.S. Government Section 508 Standards, specifically § 1194.22 Web-based Intranet and Internet information and applications.
A PowerPoint report of the European Erasmus Multilateral Lifelong Learning project's goals to: 1) Create authoritative guidelines and/or proposals for the AD profession/industry in all Europe; 2) Develop curricula for universities in Europe: both for entertainment and for instruction; 3) Train audio describers and audio describer trainers; 4) Sensitize and influence decision-makers; 5) Create useful connections with the television industry and with the service providers. By Chris Taylor, 2013.
In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order to: (a) identify the type of information that is left out of captioned texts and (b) determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning.
This work proposes a promising multimodal approach to sensory substitution for movies by providing complementary information through haptics, pertaining to the positions and movements of actors, in addition to a film's audio description and audio content. In a ten-minute presentation of five movie clips to ten individuals who were visually impaired or blind, the novel methodology was found to provide an almost two time increase in the perception of actors' movements in scenes. Moreover, participants appreciated and found useful the overall concept of providing a visual perspective to film through haptics. A thesis presented in partial fulfillment of the requirements for the degree master of science at Arizona State University by Lakshmie Narayan Viswanathan in 2011.
This collaborative report, prepared by Blind Citizens Australia, Vision Australia, ACCAN, and Media Access Australia, aims to highlight the consumer experience of the audio description (AD) technical trial on ABC TV in order to persuade the Australian government to support a permanent AD service. Attempts to reflect the high demand for AD by consumers and outline the benefits of AD.
A paper by Elena Sanz Ortega, University of Edinburgh, U.K., in 2011. Examines the important role which non-verbal information can play in polyglot films (films in multiple languages) at horizontal and vertical levels. As films belonging to this film genre often portray the misunderstandings that exist amongst cultures, they tend to include characters who speak different languages. In relation to this, multimodal analysis suggests that non-verbal components help characters to communicate and are also used to convey information to the audience in situations where fictional characters do not speak. It is in this latter situation where non-verbal information plays its most important role. Consequently, it is necessary for subtitlers to leave enough time for viewers to catch the non-verbal signs in order for them to understand the communication problems that fictional characters exper
From The Hearing Journal , 2013, an article by Lauren E. Storck. Dr. Storck is founder and president of the nonprofit consumer advocacy organization Collaborative for Communication Access via Captioning (CCAC). Lists and overviews the reasons why many people who need captioning do not ask for it, even though they may become increasingly excluded from education, employment, further training, healthcare, and social situations. The list is not all-inclusive; there are individual variations and many other contributing factors.
This an archive video of the Video Description Research and Development Center webinar #1 - Bringing Video Description Into The 21st Century. The webinar occurred January 24, 2012. Topics in this webinar include: (1) A teachers' guide to using video description; (2) A comprehensive overview of resources for obtaining described materials; and (3) A sneak peak at the description technologies of the future being developed at the VDRDC. Presenters included Dr. Joshua Miele, Director of the VDRDC; Jim Stovall, President of Narrative TV Network; Jason Stark, Director of the Described and Captioned Media Program; Joel Snyder, Director of the Audio Description Project at the American Council of the Blind; and Emily Bell, Multimedia Manager at CaptionMax.
This an archive video of the Video Description Research and Development Center webinar #2 - "Do It Yourself" Educational Description: Guidelines and Tools. The webinar occurred October 24, 2012. Topics in this webinar include: 1) An update of the activities of the VDRDC; 2) The "Dos and Don'ts" of description; 3) Live demonstrations of two free software programs which can be used to add description to media; and 4) An overview of resources for obtaining described materials for use in the classroom.
Dissertation prepared by Nicole Elaine Snell, Clemson University, 2012. Ms. Snell's project was an interdisciplinary empirical study that explores the emotional experiences resulting from the use of the assistive technology closed captioning. More specifically, the study focused on documenting the experiences of both deaf and hearing multimedia users in an effort to better identify and understand those variables and processes that are involved with facilitating and supporting connotative and emotional "meaning-making."
Paper in 2004 by Bernd Benecke, Bayerischer Rundfunk, Munich, Germany. Deals mainly with two aspects of audio description: the development (history) of this mode of language transfer and the main steps in the preparation of audio description. Overviews status of television description in Germany at the time it was written.
This article looks at the context of accessibility in Spain, and after a general picture of the Spanish reality on media accessibility, it goes into describing and analyzing the standard for audio description approved in 2005 by the Spanish Ministerio de Trabajo (Ministry of Labour). By Pilar Orero, Universitat Autònoma de Barcelona, Spain.
This general guide to the description of video, by Dicapta in 2012, proposes parameters, rules, and guidelines. The authors indicate that it is a difficult task to develop standards, given the creative and artistic nature of this activity.
Captioning web multimedia is one of the biggest accessibility issues faced in education. Current technology and cost limitations make captioning, especially of live events, prohibitive for many in education. This article provides an overview of captioning technologies, implications for education, and ideas for future development. The National Center on Disability and Access to Education (NCDAE), 2006.
