Video and captioning are powerful educational tools for students with disabilities when effectively integrated into the instructional process. Increasingly, educators are experimenting with a variety of video and captioning techniques to bolster literacy skills in students who are deaf and hard of hearing and/or who have learning disabilities.
These resources were compiled during NCIP's period of funding, 1992-1998. If you have any questions about a resource, please use the contact information listed for the resource. NCIP encourages the reproduction and distribution of these materials as long as the contents are not altered in any way, and credit is given to NCIP.
"Reading, Writing, and Videotapes"
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"Telling Tales in ASL & English: Reading, Writing, and Videotapes"The following resources contained in the Video & Captioning Collection were compiled by NCIP. They are grouped into four catagories: General, Practice, Products, and Research. .
General resources are divided into two categories: Captioning & Descriptive Video Service.
This resource answers questions about research, general availability of captioning, copyright laws, and other topics pertaining to captioned video in the classroom. Also lists one curriculum and two guides for using captioned video with at-risk and language minority students.
Using Digital Captions to Improve Literacy in Multimedia Environments
Compares analog and digital captioning and focuses on several advantages of digital captioning for several student populations, including deaf and hard-of-hearing students, learning-disabled students and students learning English as a second language.
Describes how captioning video materials helps students improve literacy skills. Several examples from actual projects are provided.
Dr. Cynthia King raises a concern that as multimedia increasingly incorporates audio, it will create new barriers for people who must receive information visually, including people who are deaf or hard of hearing.
Producing and Captioning Videos
Offers practical recommendations for teachers making their own captioned video resulting from the study reviewed in the Resource: Teacher-Made Captioned Video.
Descriptive Video and Children
Summarizes the use of descriptive video with students who are blind or visually impaired and outlines how descriptions for this audience are different from those written for a general audience.
Development of the Descriptive Video Service (DVS) at WGBH
Includes the complete text of an article which describes the history of television description. It summarizes informal research with teenagers who were among the first viewers of described TV programs.
Introduction to Video Description (Q & A)
Explains Descriptive Video Service, how to receive it and the range of programs available with description.
[Profiles | General: Captioning | General: DVS | Practice | Products | Research ]
Captioned Video and Vocabulary Learning: An Innovative Practice in Literacy Instruction
Summarizes research on the use of captioned television as an approach for improving students' reading comprehension, vocabulary development, and motivation to read. It includes examples of teachers' experiences with captioned video and practical suggestions for using it in the classroom.
Curriculum Guide to Using Captioned Television with Language Minority Students
Captioned television is a highly motivating instructional medium which encourages reading, assists comprehension and helps students to acquire new vocabulary. The Curriculum Guide includes a variety of lessons and activities for different ages and grades.
Describes an instructional strategy used by a teacher of 5-8 year old deaf students, to develop students' literacy skills through retelling stories on video. After reading and discussing a book, students are assigned roles of different characters, which they type on the word processer. The students are videotaped acting out the story. This approach reinforces students' speaking, writing, listening, story sequencing, and other literacy skills.
[Profiles | General: Captioning | General: DVS | Practice | Products | Research ]
Provides basic information about the hardware and software necessary for captioning in a school, discusses skills needed for captioning, and includes practical issues for the classroom. (Preface to Captioning Software, see below.)
Lists software products available for captioning on both IBM-compatible and Macintosh platforms. The list includes prices and features of the systems, and addresses and phone numbers of the vendors. (Companion to About Captioning Software, see above.)
[Profiles | General: Captioning | General: DVS | Practice | Products | Research ]
Includes the complete text of an article which describes the CC School Project, which applied innovative personal captioning technology to the bilingual language learning of deaf students. Explains how students used video stories told in American Sign Language as a prompt for rewriting the stories in English.
Interactive Video, Hypermedia & Deaf Students
Describes Project ALIVE!: Acquiring Literacy through Interactive Video Education. The basic goal is to provide teachers and students with tools for enriching instruction through visual means.
Multimedia Environments for Developing Literacy in At-Risk Students
Describes the project, MOST environments--Multimedia environments that Organize and Support learning through Teaching--currently in progress at Peabody College, Vanderbilt University. Students at risk of school failure increase their motivation, confidence and generative learning by using multimedia to teach others.
Project HandsOn: Interactive Video for Bilingual ASL/English Instruction of Deaf Children
Describes HandsOn-- an approach which teaches written aspects of English to deaf students whose first language is American Sign Language (ASL). Presents findings about different modes of presenting information and student preferences.
Strategy to Improve Deaf Students' Writing through the Use of Glosses of Signed Narrative
Shows how deaf students whose first language is American Sign Language may be helped in their writing by creating a first draft in ASL on video and then using that draft to write and later revise the English text as separate tasks.
Describes a project of the Marie Katzenbach School for the Deaf and the Technology Assessment Program at Gallaudet University. They examined the potential of teacher-made captioned materials in vocabulary development among deaf children of early-elementary school age. The Resource reviews the study and summarizes the project's results.
Video and Software Tools for Accelerating Literacy in At-Risk Children
Describes the Young Children's Literacy Project, currently in progress at Peabody College, Vanderbilt University. The project uses video, animation, music and computer technology to create literacy environments for at-risk kindergarten and first-grade children.
[Profiles | General: Captioning | General: DVS | Practice | Products | Research ]
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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998. |