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DCMP offers the only guidelines developed for captioning and describing educational media, used worldwide.
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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.
Filtering by tag: educators
In the March 2008 issue of the Clarke School's "Mainstream News," Information Outreach Specialist Melissa Griswold makes the case for captions in the classroom. In encouraging teachers to adopt captioned media early and often in their students' academic careers, Melissa references the varied and proven literacy benefits of captioning, directs readers to programs such as the DCMP, and includes useful tips for teachers and parents. (Reprinted with permission.)
The following statements are teachers' testimonials of utilizing captioned educational media from the Described and Captioned Media Program (DCMP). Each teacher relates their experience using captioned media as a teaching tool in the classroom and why this accessible media is important in the education of students who are deaf or hard of hearing.
Heterogeneity is used in the timing of television's introduction to different local markets to identify the effect of preschool television exposure on standardized test scores later in life. The writers' preferred point estimate indicates that an additional year of preschool television exposure raises average test scores by about .02 standard deviations. Read Matthew Gentzkow's and Jesse Shapiro's article to learn more. January 2006.
Today's children are growing up surrounded by television and video. Visual media is already an essential component of classroom instruction, with almost all teachers employing video in some form in their teaching. As the presence of broadband, digital media, and streaming video increases, the likelihood is that video will become an even more essential classroom resource. A resource provided by the Education Department of the Corporation for Public Broadcasting, January 2004.
Traditionally, educators have perceived television as not particularly beneficial to literacy development. Concerns were fueled by findings suggesting that, with the introduction of television, people spend less time reading books, and reading scores decline. However, as our society is striving to make adjustments to the decline in literacy skills and new ways of learning and teaching are being explored, educators are becoming interested in exploring the educational potential of television and video for teaching basic literacy skills such as reading, writing, and math. By Babette Moeller, October 1996.
I am an interpreter in the Michigan public schools. When I began interpreting at the secondary school level in 1996, I discovered that the majority of our media center's video collection was NOT captioned, even though we were a large, urban school with a center-based deaf education program for many years! Since then I have moved into an elementary placement, where I discovered a similar lack of captioned media.
Captioning is a vitally important way of making information available to people with a hearing loss. Another method of providing access that can also be used with captioning is assistive listening technology.
[Editor's note: This article was written in 2004 and has since been archived. Some content may be outdated.]
This national survey conducted by Frank G. Bowe and Aviele Kaufman in 2002 focuses on 359 special educators from 45 states found that most perceive value in captioned media for some special education students, notably those who are English Language Learners and those classified as having specific learning disabilities. Results suggest that captioning technologies be explored in more depth, particularly since they are available to classroom teachers at the touch of a button.
[Editor's note: This article was originally written in 2005 and has since been archived. Some content may be outdated.]
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.
Research shows that approximately 90 percent of all children who are deaf have hearing parents. Many of these children are at a true disadvantage when it comes to obtaining information, due to communication barriers. They must rely on additional resources to gain a knowledge base that most hearing children learn by listening.
The Media Development Project for the Hearing Impaired (MDPHI) has been involved in the design and production of "videodisc" programs since December 1978. In this 1980 paper, George Propp, Gwen Nugent, and Casey Stone examine the use of videodiscs to promote education. The disc is designed to be used with an educational/industrial player for individualized use, much like a book. A student can view the materials at his or her own pace in a sequence either predetermined by the teacher or selected by the user. Discs would include teachers' guides, quizzes, and various exercises. Includes studies on the use of the discs by students.
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.
Defines, explains, and provides sample pages of continuity scripts.
