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.
The DCMP has a host of educational titles that can be a part of any parent's repertoire of tools for family success.
Author Sheila Chapman, a registered interpreter, relates her experiences in interpreting films and videos, some tips for an interpreter to prepare for this type of interpreting, and reasons why captioning is better.
Written by Connie S. Nagy (Illinois School for the Deaf) in 1981, the article overviews the value of captioned films as a teaching aid in the science classroom.
Students who are deaf or hard of hearing communicate in concepts rather than words or sentences. It is often difficult for these individuals who learn by sight rather than sound to understand written language that has never been heard. It can be even more frustrating for them to meet academic standards sitting in a class attempting to comprehend lectures, conversations, and videos that have no sound.
Defines, explains, and provides sample pages of continuity scripts.
The role of the Oklahoma School for the Deaf (OSD) in provision of accessible media services
Genny Lyman relates how Kentucky School for the Deaf teachers used captioned media
Discusses the uses and problems with real-time captioning
Reviews the transcript, formatting, time coding, checking and revision, and encoding steps
Basic information and provisions of the 1996 law requiring, among other specifics, closed captioning of television programs. Presented on five pages.
A study performed by the Institute for Disabilities Research and Training, Inc. (IDRT), June 1997. Reprinted with permission. This paper includes graphs and charts relating to an experiment studying different captioning speeds. The test subjects included deaf and hard of hearing people as well as hearing people.
In 1977 between 21,000 and 24,000 instructional films were available in the United States for loan or purchase from film distributors. Of these films, approximately 2,000 were nonverbal and could, therefore, be viewed in their original form by deaf persons. Another 885 educational films had been captioned. Overviews the activity of the Captioned Films for the Deaf program to close that gap. Prepared by the Special Office for Materials Distribution, Indiana University, Audio-Visual Center, Bloomington, Indiana (1977).
A report written in 1981 by Dr. George Propp and Dr. Virginia Berman. Clarifies that the mission of the Media Development Project for the Hearing Impaired (MDPHI) (now defunct) at the University of Nebraska was to be involved in the adaptation and development of instructional materials for hearing-impaired students in the areas of concept development and decision-making skills. This paper covers the steps involved in finding and developing appropriate materials, including search and locate, design and production, and evaluation. Charts are interspersed throughout the article.
Written by George Propp, teacher at the Nebraska School for the Deaf, for the 1978 Symposium on Research and Utilization of Educational Media for Teaching the Deaf. This article traces the inception and growth of the Captioned Films for the Deaf, as well as the evolution of technology in regards to captioning and how it relates to educational media. Mr. Propp states that the current concept for deaf education "will require a massive application of the resources that exist, as well as the development of technology that lies beyond our present dreams."
Written by Robert E. Stepp, Jr. for the Symposium on Research and Utilization of Educational Media for Teaching the Deaf, held on March 31 and April 1-2, 1981, at the Nebraska Center for Continuing Education in Lincoln. This paper applauds the formation of the Individualized Education Program (IEP) which stipulates that special education and related services be specifically designed to meet the unique educational needs of a student with a disability. Suggests that variations on teaching methods should be incorporated into classroom instruction and that an assortment of teaching tools should be accessible to the teacher in accordance with a student's learning ability and level of interest. Three subtopics are areas of concern because of their implications to the education of the hearing impaired: (1) giftedness, (2) developmental disabilities, and (3) deaf-blindness. Also includes a list of symposium presenters.
