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DCMP offers the only guidelines developed for captioning and describing educational media, used worldwide.
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DCMP offers several online courses, including many that offer RID and ACVREP credit. Courses for students are also available.
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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.
Filtering by tag: history
A few years ago, the great-great-granddaughter of the Deaf pioneer and National Association of the Deaf (NAD) supporter, Edmund Booth, told me a story about her great-niece learning about the California Gold Rush in her social studies class. The young girl excitedly shared the fact that she was a descendant of a "Forty-Niner," but her classmates and her teacher did not believe her. She called her dad and asked him to bring the book Edmund Booth, Deaf Pioneer when he picked her up that day. During a subsequent "show-and-tell" activity, she was thrilled to use the book to explain about her proud heritage that included Edmund Booth and his wife Mary Ann Walworth Booth, both Deaf.
1960 article about training captioners
Joel Snyder tells us that Audio Description (AD) provides a verbal version of the visual for the benefit of people who are blind or have low vision. Succinct descriptions precisely timed to occur only during the pauses in dialogue or significant sound elements of performing arts or in media allow persons with vision impairments to have greater access to the images integral to a given work of art. Mr. Snyder provides a brief summary of the history of description and then overviews how creating description is an art, the venues for description, skills required of a professional describer, and why description is important to literacy.
How can a blind or visually impaired person enjoy the theatre? Or movies, television, and other audiovisual productions? How can visual experiences effectively be made verbal? Gregory Frazier, founder of AudioVision, was a key figure in the early development of audio description for persons with a visual impairment. Watch this historical treasure, introduced by Margaret Hardy, and learn from Emmy Award winner Frazier, a pioneer in the field.
Margaret Hardy, a pioneer in the field of audio description, discusses Gregory Frazier's descriptive services work in San Francisco with AudioVision.
When Carter G. Woodson created the observance of "Negro History Week," which later became "Black History Month," he inspired African Americans to protect and uphold their history, which not only includes written history, but also oral history and the preservation of special and unique artifacts. Our history is our genesis, our present, and our path to the future. It explains how we came to be, who we are, where we are today, and where we are going tomorrow.
Motion pictures have been a powerful medium for entertainment since their inception. In 1915 The Birth of a Nation grossed an amazing $10,000,000. Deaf persons loved silent films, as the visual quality was often extremely high (especially for those produced in the 1920s), and actors stressed the use of body language and facial expression.
Original text of Public Law 85-905, the public law that originally established Captioned Films for the Deaf. Also known as the Captioned Films Act of 1958.
Part III of a captioning manual prepared for teachers at summer workshops sponsored by the Captioned Films/Videos Program. This section includes general guidelines and an explanation of captioning levels.
Part II of a captioning manual prepared for teachers at summer workshops sponsored by the Captioned Films/Videos Program. This section includes general guidelines and an explanation of captioning levels.
Part I of a captioning manual prepared for teachers at summer workshops sponsored by the Captioned Films/Videos Program. This section includes general guidelines and an explanation of captioning levels.
Paper written and prepared by the Special Office for Materials Distribution, Indiana University, in 1977. Provides a brief history of Captioned Films for the Deaf (CFD) and a description of roles of various agencies administering components of the CFD program. Includes a flow chart of the hierarchical relationships of agencies within the Bureau of Education for the Handicapped (BEH), Division of Media Services.
For many years, the only source of educational captioned media was the Captioned Films for the Deaf program. Captions were written by teachers at summer workshops, of two or more weeks duration, which were usually held on the campus of a residential school for the deaf. This 1977 paper provided guidelines to caption writers as to caption length and vocabulary (language was often heavily edited). For each film, it was determined which of three levels of captioning would be followed, ranging from very simple sentence patterns with no compound sentences to those with complex sentences.
Written by Edmund Burke Boatner, and published by the American Annals for the Deaf in 1980, this article reviews the origin of captioning and the pioneers who resolved to create a mode of communication by which deaf audiences could enjoy films. The perseverance of many of these diligent people eventually led to the creation of Captioned Films for the Deaf. Mentions other supporters, such as the Junior League of Hartford and RKO. To quote Mr. Boatner: "No man ever won a football game alone. It was our team that won, and it was a great victory." Also includes a letter of congratulations to Mr. Boatner from then-President Dwight Eisenhower after the passage of the Captioned Film Act (Public Law 85-905) in 1958. This act provided federal funding for captioning feature films.
The forward to the first bound volume (1968) of educational Captioned Films for the Deaf lesson guides and a sample guide for the educational film The Adventures of Willie Skunk. Explains that lesson guides are prepared for "…teachers of the deaf for use in conjunction with captioned films and is intended to help avoid pitfalls inherent in the use of films as teaching tools." Each guide contained these sections or components: film summary, purpose of film, preparation for film (teacher and student), follow-up, and additional resource materials.