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.
Today's children are growing up surrounded by television and video. Visual media is already an essential component of classroom instruction, with almost all teachers employing video in some form in their teaching. As the presence of broadband, digital media, and streaming video increases, the likelihood is that video will become an even more essential classroom resource. A resource provided by the Education Department of the Corporation for Public Broadcasting, January 2004.
Heterogeneity is used in the timing of television's introduction to different local markets to identify the effect of preschool television exposure on standardized test scores later in life. The writers' preferred point estimate indicates that an additional year of preschool television exposure raises average test scores by about .02 standard deviations. Read Matthew Gentzkow's and Jesse Shapiro's article to learn more. January 2006.
Traditionally, educators have perceived television as not particularly beneficial to literacy development. Concerns were fueled by findings suggesting that, with the introduction of television, people spend less time reading books, and reading scores decline. However, as our society is striving to make adjustments to the decline in literacy skills and new ways of learning and teaching are being explored, educators are becoming interested in exploring the educational potential of television and video for teaching basic literacy skills such as reading, writing, and math. By Babette Moeller, October 1996.
"We've wired the schools—now what?" This question resonates with educators and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its contents? James M. Marshall, Ph.D., touches upon these questions and many more. May 2002.
[Editor's note: This article is archived. Some content may be outdated.]
[Editor's note: This article was originally written in August 2004 when the DCMP was then the Captioned Media Program. This article has been archived in its original form.]
I am an interpreter in the Michigan public schools. When I began interpreting at the secondary school level in 1996, I discovered that the majority of our media center's video collection was NOT captioned, even though we were a large, urban school with a center-based deaf education program for many years! Since then I have moved into an elementary placement, where I discovered a similar lack of captioned media.
[Editor's note: This article was written in 2004 and has since been archived. Some of the information contained therein may be outdated. The CMP is now the DCMP.]
[Editor's note: This article was written in 2004 and has since been archived. Some content may be outdated.]
[Editor's note: This article was written in 2002 before the author's death in August 2007 and before the Captioned Media Program became the Described and Captioned Media Program. To see the National Association of the Deaf's tribute to Dr. Bowe, please refer to the end of this article.]
[Editor's note: Ms. McCann wrote this article in 2002. For a recent biography of the author, please refer to the end of this post.]
Captioning is a vitally important way of making information available to people with a hearing loss. Another method of providing access that can also be used with captioning is assistive listening technology.
An estimated 28 million deaf and hard of hearing Americans need access to television programming and daily activities now more than ever. How else would someone with hearing loss find out about the newest developments in a conflict overseas or a heightened terror alert? How would they participate in a town hall meeting or a religious service? For 90% of these Americans who don't know sign language, the answers are broadcast captioning and CART (Communication Access Real-time Translation).
Parenting a deaf or hard of hearing child was never simple, but rearing the child with a hearing loss today presents a dizzying array of choices, settings, communication methods, philosophies, and regulatory procedures.
