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.
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.
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.
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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.
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.
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.
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.
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.
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.
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.
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.
Field experiences, such as internships, practicums, and clinicals, offer students the opportunity to gain the real-world knowledge and skills they need to become gainfully employed. Students who are deaf or hard of hearing have a right to these opportunities and experiences in the same manner as their hearing peers. Such experiences have the most rewarding outcomes when all parties—service providers, placement coordinators and disability services professionals—work together to ensure an accessible placement for students who are deaf or hard of hearing.
Can the office of disability support services at a postsecondary institution cancel interpreting or speech-to-text services because of excessive student absences? Is it appropriate to continue to pay for services that are not being used? This document explores appropriate policies and procedures in dealing with exessive absences of students who are deaf and hard of hearing.
It often comes as a surprise to people that many individuals who are deaf or hard of hearing refer to themselves as being members of the Deaf community and ascribe to Deaf culture. These individuals view themselves as a unique cultural and linguistic minority who use sign language as their primary language. The characteristics of Deaf culture are formed out of many shared life experiences rooted in a visual world designed for communication ease. This document introduces the Deaf community and why it is important for disability service professionals.
The ability to communicate defines us as human beings and as a society. It forms a foundation for decision making and relationship building. Communicating with deaf or hard of hearing individuals is an achievable goal, even when accommodations (e.g., interpreters) are not present. The tools available to us are considerable and limited only by our desire to communicate and our creativity. This document explains the basics of effective communications with an individual who is deaf or hard of hearing.
Improved access and advancements in technology have allowed individuals who are deaf or hard of hearing, who might not have previously considered a career in the health care field, to now pursue this option. Nonetheless, barriers continue to exist, caused in part by the technical standards established by academia and training programs. Technical standards are a set of abilities and characteristics a person is required to possess in order to gain admission to an educational or training program.
Telecommunication technology has significantly changed the communication landscape for persons who are deaf or hard of hearing. For more than 40 years, text telephones (TTY) and amplified phones were their only options. Today, videophones, Smartphones, and instant messaging most often replace the TTY as preferred communication tools.
Transition is the process all students go through as they move from a high school setting to what lies beyond. Transition programs assist students' and their parents' plan for life after high school in a proactive and coordinated way. An effective transition program provides students with the tools and the confidence to assume responsibility for their educational and employment decisions as they move into adulthood.
