[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-580443-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-580443-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","accessibility-and-enrichment-captioned-media-promotes-literacy-by-cindy-camp","Accessibility and Enrichment: Captioned Media Promotes Literacy - By Cindy Camp","","Accessibility and Enrichment: Captioned Media Promotes Literacy explores how educational videos can cause anxiety and isolation for deaf and hard of hearing students when captioning and presentation formats are inadequate. It details challenges with low-quality or inaccurate captions, the cognitive load created by interpreting plus visual demands, and limited teacher understanding. The article highlights DCMP research on more accessible caption styling and describes synchronized pop-up video players that present ASL with the main video, including resizing and playback speed options.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/accessibility-and-enrichment-captioned-media-promotes-literacy-by-cindy-camp/580443/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/accessibility-and-enrichment-captioned-media-promotes-literacy-by-cindy-camp/580443.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why can video watching be stressful for deaf and hard of hearing students?","Question",{"text":62,"@type":63},"Most educational videos are not accessible. Stress increases when captions are low quality or inaccurate and when interpretation plus fast pacing creates visual and processing overload.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What caption qualities does the DCMP research identify as most accessible?",{"text":67,"@type":63},"The most accessible captions use upper- and lowercase text with white letters, a drop shadow, and a translucent gray box instead of all-caps black-box formatting.",{"name":69,"@type":60,"acceptedAnswer":70},"How does DCMP's synchronized pop-up player improve access to video content?",{"text":71,"@type":63},"It displays two synchronized screens: the main video and an ASL signer. Students can resize and move the ASL window and slow the video by 50% or 75% without distorting audio.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},580443,1792665853,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Cindy Camp, MA, an interpreter certified in mental health, has taught English at Jacksonville State University and the University of Phoenix. Also certified as a C-Print captionist and trainer, Camp has provided access services for students who are deaf or hard of hearing for over 30 years. She welcomes questions and comments about this article at[ccamp@dcmp.org](ccamp@dcmp.org).  \nODYSSEY  \nAccessibility and Enrichment:  \nCaptioned Media Promotes Literacy  \nBy Cindy Camp  \nVideos, generally a fun and effective teaching tool, can be a source of stress for students who are deaf or hard of hearing—especially when shown in classrooms in which a handful of deaf or hard of hearing students find themselves surrounded by students who hear. In fact, for deaf and hard of hearing students, video watching may be a source of anxiety and frustration, and it may increase these students’ feelings of isolation. The reason for this is simple: Most educational videos are not accessible.  \nThere are several factors that contribute to this lack of accessibility:  \n• Captions—Even when videos are captioned, they may present challenges for deaf and hard of hearing students. Too often the captions are low quality. The font, the color, and the size make them difficult to read. Worse, sometimes captions are not accurate. The situation is especially acute with videos viewed on YouTube, particularly those videos that rely on automatic captions. Students are forced to try and make sense of flowing words, often without punctuation and often with serious errors.  \n• Interpreters—For students with an interpreter, videos may be presented with the expectation that they will be interpreted into American Sign Language (ASL) . Done correctly, this can be helpful. A skilled interpreter, paired with a skilled and cooperative teacher, can give students access to the content of the video through the students’ preferred language. However, if sound, spoken dialogue, and visuals proceed quickly, students may find themselves with visual overload, trying to process  \nPhotos courtesy of the Described and Captioned Media Program  \n2023  \nLeft: Camp displays DCMP resources during a summer 2023 conference in Williamsburg,Va.  \nCREDIT: CAT VALCOURT-PEARCE  \nwhat is being explained in conjunction with looking back and forth from the interpreter to the screen. Captions, even if they are present and well done, add another level of information to be processed. The stimuli may overload the ability of an individual to process it.  \n• Teachers—Too often hearing teachers with general education backgrounds and overflowing classes of students have no idea what it means to be deaf or hard of hearing, let alone be a deafor hard of hearing student in a classroom. Some teachers hand out worksheets and tell students to fill them in while they are watching a video (Mather & Clark, 2012) . This is an  \nunreasonable demand for students who experience the world predominately visually.  \nIn the worst case, a deaf student surrounded by hearing peers is expected to watch a video, read and process subpar captions, watch an interpreter, and answer questions on a paper about information to which they have limited access—daily. It does not have to be this way. Deaf, hard of hearing, and hearing students can all benefit from highquality captions.  \nHigh-Quality Captions  \nMeeting the Challenge  \nThe Described and Captioned Media Program (DCMP, [https://dcmp.org](https://dcmp.org)), funded through the U.S. Department of Education and administered under the  \nNational Association of the Deaf, has researched how to provide captions in the most accessible format. The standard closed-captioned format of all capital letters in a black box was found to be really challenging, especially for emerging readers (Udo & Fels, 2010) . The most accessible style of captions is upper-and lowercase text, white letters with a drop shadow, over a translucent gray box (DCMP, 2021) . Complete captioning standards can be foun","cbCaifJWimcV70Kf","https://ap.wps.com/l/cbCaifJWimcV70Kf","pdf",430394,"English","# Accessibility and Enrichment: Captioned Media Promotes Literacy\n## High-Quality Captions\n## Meeting the Challenge","[{\"question\":\"Why can video watching be stressful for deaf and hard of hearing students?\",\"answer\":\"Most educational videos are not accessible. Stress increases when captions are low quality or inaccurate and when interpretation plus fast pacing creates visual and processing overload.\"},{\"question\":\"What caption qualities does the DCMP research identify as most accessible?\",\"answer\":\"The most accessible captions use upper- and lowercase text with white letters, a drop shadow, and a translucent gray box instead of all-caps black-box formatting.\"},{\"question\":\"How does DCMP's synchronized pop-up player improve access to video content?\",\"answer\":\"It displays two synchronized screens: the main video and an ASL signer. Students can resize and move the ASL window and slow the video by 50% or 75% without distorting audio.\"}]","Accessibility and Enrichment: Captioned Media Promotes Literacy - By Cindy Camp | PDF",1792037631]