Learning Center

Providing Access to Campus Visitors who are Deaf or Hard of Hearing

Are colleges/universities responsible for providing accommodations for individuals other than students, such as parents or people from the community who are deaf or hard of hearing? This document explains an institution's responsibilities and the laws that apply to providing an accessible enviornment.
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Described and Captioned Media Program: Seventy Years of Progress

Bill Stark provides a timeline and brief narrative of DCMP’s historical development, beginning in 1946 with the spawning of an idea for how to caption a film.
From Bill Stark about history, dcmp, captioning, description
Dedication: Gilbert L. Delgado Administration Building

An address given by Dr. Doin Hicks on March 31, 1995 at the New Mexico School for the Deaf
From Doin Hicks about history, dcmp
Un padrino to Captioned Films for the Deaf: A Tribute to Gilbert L. Delgado

The first Hispanic superintendent of a state school for the deaf, Gil Delgado has been called un padrino—a godfather—to children and adults who are Hispanic or deaf or both. Spending all his work life in education of deaf children and adults, he was a mentor to many, and a national leader not only in education, but also in captioning and telecommunications.
From Bill Stark about history, dcmp
Proactive Planning

Today, many institutions are taking a proactive stance to planning for how students with disabilities will access the full spectrum of programs and events available on campus. This document explains the importance of being proactive in setting up services for students who are deaf and hard of hearing.
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Captioned Films for the Deaf Curriculum Workshops

Doin Hicks writes about the Captioned Films for the Deaf (CFD) Ball State University project.
From Doin Hicks about history, dcmp
Assistive Listening Systems: An Introduction

Background noise and distance from the instructor may present barriers for some students who are deaf or hard of hearing. When this is the case, assistive listening systems can play a role in reducing or eliminating these barriers. This document explains the basics of assistive listening devices for individuals who are deaf and hard of hearing.
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Assistive Listening Systems: Choosing the Right Technology for your Campus

For those who are new to assistive listening technology, selecting the right systems for a college campus can be daunting. Institutions should consider advantages and disadvantages of various types of systems, the standards set by legal requirements for providing access, and additional factors when selecting assistive listening technology for a college campus. This document helps college disability service professionals choose the right assistive listening technology for their campus.
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Effective Communication

Effective communication affords individuals who are deaf or hard of hearing the ability to share and/or receive information in a manner that is successful for them. Effective communication creates an increased opportunity for full and equal participation in any given situation. Effective communications should be a fluid communication interaction in which all parties are able to receive and respond to information equally. This document looks at the legal meaning of "effective communication" in a college classroom.
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Navigating Disclosure in the Workplace

A key consideration during the job seeking process is how, when, and why to disclose a disability to an employer. Such a seemingly simple choice can significantly impact one’s ability to effectively obtain and maintain employment. The different stages of the employment process and the potential impacts of disclosure at each stage deserve thoughtful reflection.
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Universal Design

The term "universal design" was coined by the architect Ronald L. Mace to describe the concept of designing all products and the built environment to be aesthetically pleasing and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. Universal Design for Learning (UDL) expands this inclusive design into the educational setting. UDL research shows that each student learns in a unique manner, so a one-size-fits-all approach is not effective.
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Captioned Films for the Deaf: My Perspective

Len Novick, who served as project director of the Captioned Films for the Deaf (CFD) program from 1978-1985, offers his perspective on the history of CFD during his tenure.
From Len Novick about history, dcmp, captioning
Offline Captioning: Why Captions Provide Equal Access

Captions provide essential access for the more than 30 million Americans with a hearing loss. They also benefit emerging readers, visual learners, non-native speakers, and many others. Captions are the textual representation of audio content in a video format. They communicate spoken dialogue, sound effects, and speaker identification.
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Offline Captioning: Creating Captioning

Captioning, a textual representation of the audio, is an important accessibility tool for people who are deaf or hard of hearing, as well as a benefit and learning tool for others. With so many avenues to obtain or create captioned media, ensuring that instructional materials are accessible is definitely achievable.
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Study Abroad Accommodations

Study abroad experiences broaden students’ horizons, providing them with exposure to other cultures and languages. In today’s global marketplace these experiences often increase a person’s employability. Students who are deaf or hard of hearing, like their hearing peers, are increasingly seeking out these opportunities to broaden their repertoire of marketable skills.
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