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.
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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.
Filtering by tag: captioning
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.
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.
A comprehensive guide to captioning educational media.
Researcher Judith Garman looks at whether captions and description can be beneficial for people with autism.
La inserción de “caption” o subtítulos ocultos es el proceso por el cual se convierte el contenido de audio de un programa de televisión, un Webcast, una película, un video, CD-ROM, DVD, un evento en vivo y en directo o cualquier otro tipo de producción a texto, y se hace que éste a su vez aparezca en una pantalla o monitor. Dicho texto incluye la identificación de los hablantes, efectos de sonido y descripción de la música. En esencia, el “caption” o subtítulo oculto se basa no solo en lo que se dice, sino también en lo que se comunica. Es decir, no es una mera transcripción de texto.
1960 article about training captioners
At a TEDxBozeman event, Gary Robson asks, "Does closed captioning still serve deaf people?" During his presentation, Robson addresses the history and long process of developing and making captions readily available to individuals who are deaf or hard of hearing. Even though, captioning is now available, the FCC just recently enacted laws governing the quality of captions. Robson discusses the four components of caption quality while demonstrating how poor quality captions can significantly impact the lives of people who are deaf or hard of hearing.
The Captioning Tip Sheet is intended as a quick reference for captioners. View the DCMP Captioning Key for a comprehensive and accessible reference for captioning.
Education manager and Itinerant Teacher of the Deaf, Anne McGrath (Media Access Australia, 2013), talks through key pieces of research which identify the link between captions and literacy. Videos and multimedia are being used more and more in the classroom – a trend the new Australian curriculum certainly encourages. Using video not only allows for variety and engagement, but for a real benefit for students' literacy: captions. Similar to foreign language subtitles, captions are the text version of audio, including speech, sounds, and music. Captions are essential for students who are deaf or hearing impaired and also have immense benefits for students learning an additional language, struggling readers, and visual learners.
In a paper written in 2010, Michele Viana Minucci and Maria Silvia Cárnio evaluate the skills involved in reading movie subtitles of second and fourth graders of students at a public school. Considering the skills and the subtitles reading level, fourth graders presented a significant better performance when compared to the second graders. Fourth graders presented skills related to the levels of literal comprehension and independent comprehension, whereas second graders where mostly at the decoding level. In conclusion: second graders are at the textual decoding level of movie subtitles, while fourth graders are at the literal comprehension level of movie subtitles. This indicates that schooling has an influence on the reading of movie subtitles.
The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. These findings indicate that intermediate-level foreign language students' listening comprehension/reading comprehension can be substantially enhanced via the use of captions in English or Spanish
In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order to: (a) identify the type of information that is left out of captioned texts and (b) determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning.
A 2011 Spanish translation by Dicapta of the DCMP Captioning Key.
The WGBH National Center for Accessible Media (NCAM) reported in 2010 that it was conducting the Caption Accuracy Metrics Project (funded by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research) to explore using language-processing tools to develop a prototype automated caption accuracy assessment system for real-time captions in live TV news programming.
Dissertation prepared by Nicole Elaine Snell, Clemson University, 2012. Ms. Snell's project was an interdisciplinary empirical study that explores the emotional experiences resulting from the use of the assistive technology closed captioning. More specifically, the study focused on documenting the experiences of both deaf and hearing multimedia users in an effort to better identify and understand those variables and processes that are involved with facilitating and supporting connotative and emotional "meaning-making."
