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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.
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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.
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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.
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[Editor's note: This article was originally written in August 2004 when the DCMP was then the Captioned Media Program. This article has been archived in its original form.]
[Editor's note: This article was written in 2002 before the author's death in August 2007 and before the Captioned Media Program became the Described and Captioned Media Program. To see the National Association of the Deaf's tribute to Dr. Bowe, please refer to the end of this article.]
[Editor's note: Ms. McCann wrote this article in 2002. For a recent biography of the author, please refer to the end of this post.]
Written in the early '70s by Dr. Malcolm J. Norwood, this article reviews the restructuring made within the program. Discusses the first demonstration of closed captioning.
Paper prepared for the Symposium on Research and Utilization of Educational Media for Teaching the Deaf, February 5-7, 1968, Lincoln, Nebraska. Written by Dr. John A. Gough, the first chief of the Captioned Films for the Deaf (CFD) program. Overviews CFD activity in: (a) the acquisition of projectors and screens for every classroom in the U.S.; (b) training of teachers in media utilization; (c) distribution of captioned media reaching an annual total population of 200,000-250,000; (d) research in media utilization to increase language; and (e) production of filmstrips, 8mm loop films, and transparencies.
John A. Gough, Director of Captioned Films for the Deaf invites groups of eight or more deaf persons to take advantage of this free-loan media program. A one-page paper that was written at a time when there was very little to no educational or special-interest films. From 1962.
This conference was sponsored by the U.S. Department of Health, Education, and Welfare, just two years after Captioned Films for the Deaf (CFD) was signed into federal law. Its goal was to review the background, brief history, and future plans of CFD. Speakers at the conference included Dr. Edmund B. Boatner and Dr. Clarence O'Connor, who were the founders of the CFD. The report also includes a list of participants, exhibits, and suggested topics for future discussions. Prepared by Patricia Cory, Librarian (Lexington School) and Conference Coordinator.
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.
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.
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.
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).
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 Patricia Blair Cory, Librarian and Visual Education Director at the Lexington School for the Deaf, and published in 1960 by the Alexander Graham Bell Association for the Deaf, Inc., this article concentrates on the responsibilities of librarians in regards to various educational media provided to deaf children. She states that librarians should familiarize themselves with the films in their collection and be prepared to evaluate each title for things such as clear identification of subject matter, age appropriateness, and whether or not the film depends too heavily on a soundtrack. The latter is an important topic in her paper, because at this time educational films were not captioned, and students had to depend on lipreading what the characters said, or have the material pretaught or preread before the showing. She urges librarians to use films that rely on visual cues to tell the story or explain the subject matter.
Dr. Robert E. Stepp, Jr. is a pioneer in usage of educational media in the education of deaf and hard of hearing students. In this paper, Dr. Stepp touches upon the support of the government of four Regional Media Centers for the Deaf, Project LIFE (Language Improvement to Facilitate Education), the construction of the PAL (Programmed Assistance in Learning) machine, three Specialized Offices for the Blind, Deaf, and Other Handicapping Conditions, and the captioning of "The ABC Evening News." He points out that educational goals for the "acoustically handicapped is to be independent as an adult" and that independence in learning can be achieved through use of educational media.
