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.
See QuickClasses
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.
Jennifer DiLorenzo, an alumna of Gallaudet University's School of Psychology graduate program, reveals how the Described and Captioned Media Program (DCMP) has helped her deal with important issues in her school by educating deaf students regarding social norms and pressures, such as conflict resolution, drinking, drugs, relationships, and communication skills. She includes a list of media that has been most helpful to her. Links make for easy ordering.
This 1998 study investigated the effect of video and narrative presentations on children's comprehension and vocabulary acquisition. Participants were students in four heterogeneously grouped eighth-grade English classes (n=16, 22, 21, and 11) in a rural school district in southwestern New York.
This 1999-2000 study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study.
A presentation given at Gallaudet University in 1988 by Dr. Malcolm J. Norwood. Reviews the history of captioning, including the signing of Public Law 85-905 by President Dwight D. Eisenhower.
Originally published in 1976 in “Exceptional Children,” Malcolm J. Norwood, Chief of Captioned Films and Telecommunications, writes of efforts to have FCC authorize use of a closed captioning device.
Remarks prepared for the hearing before a Special Subcommittee of the Committee on Labor and Public Welfare, United States Senate on S. 2511, a bill to provide for an increased program of Captioned Films for the Deaf. August 7, 1962.
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.
Compared to the historical "fathers" of innumerable inventions who pushed for the mainstream acceptance of innovative devices, Malcolm J. Norwood (known affectionately as "Mac") stands out in the deaf and hard of hearing community as "the father of closed captioning." His is listed as one of the "great deaf Americans" in a book about the 77 greatest achievers in the community.
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.
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.
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
