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.
This research publication shares results of national surveys to determine characteristics, ethnicity, and demographics of the Latino/Hispanic deaf population in high schools across the United States. Model projects are reviewed and analyzed for implications and potential future direction. (Published: 2001)
A study by Helen Gant Guillory in 1998. The three different amounts of text used were compared: full text, keywords, and no text. The results of the experiment showed that the keyword captions group outperformed the no-text group and that the full text captions group outperformed the keyword captions group. However, a post-hoc analysis revealed no significant difference between the means of the full text captions group and the keyword captions group. The positive effect of both keyword and full text captions on comprehension, the basic research hypothesis, was confirmed.
The National Task Force Reports individually and collectively discuss some of the issues identified in the mid-1990s that administrators, faculty and staff, and college students who are deaf or hard of hearing faced. Although some practices may have changed since these reports were published, DCMP is maintaining them to offer an historical perspective. (Published: 1998)
Considers the implications of the uses of film and television on the teaching of reading. The research, conducted by Bethan Marshall in 1997, looks at the practices of two primary schools in west London. Teachers used the television series "Rat a tat tat," designed to help children read, both by encouraging an enthusiasm for books and stories and by focusing on the mechanics of reading. Comments from teachers include: (1) "The use of television seemed to encourage children to use books. Children were interested in seeing books come to life, and this was motivating and confidence building," (2) ". . . I think that the television series has in some way made the books used even more attractive," and (3) "The series has made me change my expectations of some children because it allows you to watch them and see what they can do. They'll sometimes read things from the screen that you didn't know they could, or they'll come with a different attitude to the books they have seen on the screen."
As multimedia technology becomes more accessible to teachers and learners of other languages, its potential as a tool to enhance listening skills becomes a practical option. Multimedia allows integration of text, graphics, audio, and motion video in a range of combinations. This paper examines multimodal processing and its implications for listening skills development in a foreign or second language. When multiple forms of input may hypothetically cause interference or cognitive/perceptual overload, studies involving second- and foreign-language students and subtitled video provide strong counterevidence. These combined media, on the contrary, appear to enrich both processing and recall of the target language. Furthermore, including visuals for listening skills development finds support when rates of spoken language and the human ability to process incoming aural information are considered. Research by Carla Meskill, University of Albany, State University of New York in 1996.
