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THE ASL APP is all about teaching you conversational ASL. Packed with 2,500+ signs and phrases, easy navigation and features, with different signers, The ASL App is designed to make learning easy, accessible, and fun. Start signing today!

You can save favorite signs (or the signs you want to practice more), go into slow mode, and tap/scrub anytime you want the video to pause or go back a bit. We poured a lot of time and love into this product because we want the learning experience to feel natural.

The ASL App is designed by Deaf people for you.

We believe in the importance of bridging communities together, especially in places with large and thriving Deaf & signing communities. As Deaf people, we always get asked, "Where can I learn ASL?"

Instead of facing confusing resources scattered across the internet, we wanted to make learning ASL super easy, accessible, and fun. That inspired us to create the app, so our friends who don't sign can sign away. So more conversations can happen, ideas to emerge, and friendships to grow!

How will you use this?

This is designed to be used on the go and one-handed; so you can already start practicing with friends, family, or loved ones! You can use with friends, at bars, at coffee houses, at restaurants, on the metro, waiting in line, and so on. The goal here is to get you going and confident that when you meet a deaf person, you can start a conversation!

We are proud to celebrate a milestone in 2021, with a Webby Awards nomination. Webby Awards recognizes the "best of the internet" and with 13,500 entries, it's an honor for us to be picked among the top 10%. Amazing!

Thank you all who voted for us in the People's Choice category!

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We are proud to celebrate a milestone in 2021, with a Webby Awards nomination. Webby Awards recognizes the "best of the internet" and with 13,500 entries, it's an honor for us to be picked among the top 10%. Amazing! Thank you all who voted for us in the People's Choice category!

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Who can use ASL at Home?

ASL at Home is geared toward families of children zero to five years of age. Families can learn on their own, or with the guidance of the professionals who support them. The curriculum can also be easily modified to fit the needs of families with older children.

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ASL at Home is geared toward families of children zero to five years of age. Families can learn on their own, or with the guidance of the professionals who support them. The curriculum can also be easily modified to fit the needs of families with older children.

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Video Relay Service is a form of Telecommunications Relay Service that enables persons with hearing disabilities who use American Sign Language to communicate with voice telephone users through video equipment, rather than through typed text.

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What is language first?

Every Deaf or hard of hearing (DHH) child deserves a strong first language foundation. Language must be the first intervention for these children and must be prioritized over speech production and listening skills. Language- not specifically oral language, but any language- is necessary for proper brain development.

Promoting oral language at the exclusion of a signed language is one underlying issue. The Language First philosophy is to provide a DHH child with both languages from birth and allow the child to choose which one, if not both, works best for them. Language First serves as an ASL/English bilingualism resource for parents of DHH children and professionals in deaf education and aims to raise awareness about the neurological effects of a late first language acquisition. Browse handouts, videos, and research to help further understanding of the importance of early and accessible language for DHH children.

Language First was born after five years of watching DHH children suffer from irreversible language and cognitive deficits that affected their lives in enormous ways. Kimberly Sanzo, the founder, is a speech-language pathologist (SLP) working with these children and was shocked by the blatant miseducation students' parents received from medical professionals.

It often takes parents and school systems years to realize that these DHH children are not succeeding in mainstream or oral programs. By the time something is done, the child is often past their critical period for language acquisition and significantly delayed in both cognitive and language functions, sometimes exhibiting aggressive behaviors to communicate. Despite being immersed in American Sign Language and making rapid gains, these children often remain delayed, never able to make up for lost language-learning time. If they had been given an accessible language from birth, all of this could have been avoided.

Given this, Language First supports a specific theoretical framework for birth to 5 which places overall cognitive and language development as a priority above speaking and listening skills. Professionals who follow this framework focus on a DHH child's strengths, rather than their deficits, and always place the child's best interests first. If you'd like to learn more about the Language First mindset and how you can implement evidence-based practice into your work with DHH children, check out our FiRST Training.

MIssION

The Language First mission is to educate and raise awareness about ASL/English bilingualism and the importance of a strong first language foundation for Deaf and hard of hearing children. This is achieved through educating parents and professionals with current evidence-based information and practice. We offer continuing education events to attend, including in-person conferences and online webinars, as well as professional development and trainings. All parent handoutsare free, and parents can apply for free ASL sessions every quarter as well as look up pro-ASL professionals in their state to contact for more information on services in their area. Read our full mission statement here.

Who are we?

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Every Deaf or hard of hearing (DHH) child deserves a strong first language foundation. Language must be the first intervention for these children and must be prioritized over speech production and listening skills. Language- not specifically oral language, but any language- is necessary for proper brain development.

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Learn basic American Sign Language (ASL) online with video tutorials from ASL Connect from Gallaudet University.

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Dear Hearing People - A Film by Sarah Snow & Jules Dameron

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To teach, motivate, and empower individuals curious about American Sign Language and Deaf culture. Sign Language Center supports your ASL-learning experience and your desire for human connection, no matter where you are in the world. Sign Language Center was created with all students of all abilities in mind. Our goal is to be a steward of American Sign Language and spread awareness of Deaf Gain concepts -- bridging the gap between the Hearing and the Deaf communities. The environment at SLC nurtures non-competitive, conversation-driven, and student-centered learning. Our instructors are all Native Deaf individuals who come from a variety of cultural backgrounds. We are proud to be the only Deaf-owned ASL school in the nation. SLC looks forward to signing with you!

Online group classes for all levels of learning, one-on-one tutoring sessions, on-site sessions for corporations and large groups, and a variety of workshops.

Individual tutoring is available for students seeking one on one instruction. Tutoring is also beneficial for students that may miss a class or who want specified lessons.

We provide courses, training or workshops at your place of business. We have worked with Emergency Response teams, Police Officers, Firefighters, EMT's and so much more!

We offer different workshops to help you improve your learning in ASL. Our workshops include Fingerspelling, Deaf History and Deaf Culture and also offer private Tutoring services.

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To teach, motivate, and empower individuals curious about American Sign Language and Deaf culture. Sign Language Center supports your ASL-learning experience and your desire for human connection, no matter where you are in the world. Sign Language Center was created with all students of all abilities in mind.

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ASL Clear

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Innovating STEM Education in ASL. Presented by Deaf STEM Experts. Managed by ASL Ed Center, LLC.

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Commonly Googled Questions about Deaf People

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Commonly Googled Questions about Deaf People

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Deaf People Answer Commonly Googled Questions About Being Deaf

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Check out our ASL Storytelling library! We have created so many fun stories and resources in ASL that can be used by students, parents, teachers, and anyone else interested in ASL Storytelling. We have many stories in our library but you can see our newest stories by clicking recently added books. The Stories from Home section was created during the Covid pandemic and contains several fun stories and lessons. Also featuring are short and fun videos: 'Weird But True' facts by National Geographic, Kids Signs and Fun Facts. These videos can be used as a learning resource.

Each video was created to support literacy and ASL language acquisition. If you love these resources, you might also be interested in other ASL resources provided by the Statewide Outreach Center - ASL Storytelling Classes, CSW, and Family Signs.

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ASL Storytelling / ASL Storytelling Library

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Summer ASL Semester Registration Is Open!
Registration for ASL classes is $275. For an additional $36, students may purchase an access code for the True+Way ASL curriculum (3rd edition), which are provided to paid registrants after minimum class enrollment is met. Access to the online curriculum is strongly encouraged for optimal learning in our classes.

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Registration for ASL classes is $275. For an additional $36, students may purchase an access code for the True+Way ASL curriculum (3rd edition), which are provided to paid registrants after minimum class enrollment is met. Access to the online curriculum is strongly encouraged for optimal learning in our classes.

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​ There are many wonderful sign vocabulary resources available online and ASLCORE is happy to contribute in a unique way!

The suggested signs you see in each ASLCORE branch are developed according to ASL linguistic principles by fluent Deaf ASL signers. Our goal is to provide descriptive signs which may serve to complement other initialized or English-influenced sign choices. These signs are presented for your consideration, modification, and adoption if they function well in your work as students, professionals, teachers, or interpreters!

ASLCORE is a Deaf-centric project which honors and celebrates Deaf culture and American Sign Language.

Our primary value is that all ASLCORE sign creations be generated by Deaf users of ASL.​

The content experts must be Deaf. They need not have ASL as their L1, however they must be fluent enough in sign to be able to communicate their content clearly and accurately to the translation team, and also understand the translation team questions/comments/discussion without an interpreter.

The translators must be "sign masters" who possess native fluency in ASL.

Each sign must be agreed upon by the team by consensus, however if an impasse does arise, there can be two versions of the sign if everyone agrees.

The translation work and continual development of the website is sponsored by The National Technical Institute for the Deaf, one of nine colleges at the Rochester Institute of Technology. The ASLCORE project is managed and administered by Sarah Cannon, Miriam Lerner, and Sarah Schneckenburger, staff interpreters with the Department of Access Services at RIT/NTID.

We would like to express our gratitude to the many people and departments who have helped make this resource possible!

Gerry Buckley, President of the National Technical Institute for the Deaf and Vice President and Dean of Rochester Institute of Technology, awarded Professional Development funds to Sarah Cannon, Miriam Lerner, and Sarah Schneckenburger. Without this money the project would not exist. We are indebted to Dr. Buckley for his constant support as this website expands!

Rico Peterson, Assistant Dean and Director of the Department of Access Services at RIT/NTID has provided advice, encouragement, and - most importantly - the aide and services of Administrative Assistant Bridget Budwey.

Sarah Cannon, Miriam Lerner, and Sarah Schneckenburger are staff interpreters on the Liberal Arts Core Team at RIT/NTID, and our manager Chris Felo and scheduler Colleen Freeman provided flexibility in schedules for our translation "boot camps" to be our priority.

We would like to express our thanks to Billie Rideout, a former staff interpreter in the Department of Access Services who was part of the initial efforts which eventually evolved into ASLCORE.

Mui Jade created our beautiful logo, and we are so fortunate to have her design representing our work!

We are indebted to Kai Pepler for recording and editing our video content, as well as for creating this website!

Our heartfelt thanks to you all!

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​ There are many wonderful sign vocabulary resources available online and ASLCORE is happy to contribute in a unique way! The suggested signs you see in each ASLCORE branch are developed according to ASL linguistic principles by fluent Deaf ASL signers. Our goal is to provide descriptive signs which may serve to complement other initialized or English-influenced sign choices.

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Nyle DiMarco - Deaf Culture and Visibility

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Nyle DiMarco - Deaf Culture and Visibility

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Nyle DiMarco reflects on deaf culture and visibility | Nightline

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Benefits of captioning for education - Google Search

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Deaf Hearing Communication Center (DHCC)

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Deaf Hearing Communication Center (DHCC)

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DHCC offers a fun, relaxed learning environment and community-level, non-credit beginner American Sign Language (ASL) instruction via community classes, on-site corporate classes and private one-on-one sessions. Our teachers, who are native ASL users, promote a relaxed learning environment with both structured and spontaneous dialogue. This gives students the opportunity to develop appropriate conversational strategies that are unique to Deaf Culture.

Class Levels
DHCC offers 5 beginner class levels and an intermediate conversation level:

Beginner ASL 1.1

Beginner ASL 1.2

Beginner ASL 1.3

Beginner ASL 1.4

Conversational ASL (MUST complete Beginner ASL 1.4 in order to take Conversational ASL)

Master ASL: Fingerspelling, Numbers & Glossing (MUST be ready for Beginner ASL 1.3 in order to take Master ASL)

There is no prerequisite for the Beginner ASL 1.1 class. Enrollment in classes beyond level 1.1 should be based on previous experience. Please note that certain class levels may not run due to insufficient enrollment.

The textbook we use is called ASL at Work; you can arrange to purchase this textbook through us by emailing asl@dhcc.org and arranging contactless pickup, or you can purchase the textbook directly from Dawn Sign Press here. If purchasing the textbook through Amazon/eBay or similar websites, make sure that the DVD is included with the book.

Registration is currently CLOSED for the Summer 2022 session.

Feel free to reach out to asl@dhcc.org if you have any questions.

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ASL Classes at DHCC are the best in Philadelphia

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Learn ASL with DHCC Learning American Sign Language can be a fun and enjoyable experience for individuals, families, groups and businesses. Learning ASL can be fun! Our ASL classes and private tutoring sessions are being offered online indefinitely via Zoom. Access to a laptop or a desktop computer is required to sign up for online [...]

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Zoom - Turn on Closed Captioning in SETTINGS

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Zoom - Turn on Closed Captioning in SETTINGS

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Turn on Closed Captions in your Zoom.us Settings

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National Deaf Center on Postsecondary Outcomes

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National Deaf Center on Postsecondary Outcomes

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The National Deaf Center on Postsecondary Outcomes (NDC) supports postsecondary success for deaf people. Learn with us, access research and technical assistance.

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Sign Language * ASL Dictionary | HandSpeak

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American Sign Language website: ASL dictionary, lessons, fingerspelling, phrases, Deaf culture, baby signing, and more.

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Turn on Closed Captions in a Zoom Meeting

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nad deaf asl "civil rights" fcc yt:cc=on

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Mission The NAD mission is to preserve, protect, and promote the civil, human, and linguistic rights of deaf and hard of hearing individuals in the United States of America. This is the official YouTube account for the National Association of the Deaf (NAD).

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Children's ASL Dictionary - The Gallaudet Children's Dictionary of American Sign Language

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Zoom - Closed Captions on Chromebook (Student View)

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Zoom - Closed Captions on Chromebook (Student View)

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Send real-time captions from Web Captioner to a Zoom meeting.

Hosting a Zoom meeting and want to make captions available for just your own voice

Continue with the instructions on this page.

Hosting a Zoom meeting and want to make captions available for all participants' voices

Continue with the instructions on this page, and then follow instructions for routing Zoom's audio into Web Captioner.

Participating in a Zoom meeting where the host may not be doing captioning

Follow instructions for rerouting Zoom's audio into Web Captioner.

Getting started

Step 1: Enable closed captioning in Zoom

You'll only need to follow these steps once.

1. Log into your Zoom account settings: https://zoom.us/profile/setting

2. Scroll down to the Closed captioning setting and turn it on.

3. Optionally, you can also turn on the Save captions setting if you want participants to be able to save transcripts from Zoom.

Step 2: Link your Zoom meeting to Web Captioner

Zoom requires that you do this for every new meeting.

1. In a Zoom meeting or webinar that you are hosting, click the Closed Caption button. Select Copy the API Token and a special token will be copied to your clipboard. Web Captioner will use this token to connect with Zoom.

2. Go to Web Captioner Settings > Channels.

3. Click on the Zoom channel.

4. Paste in the Zoom API token.

5. Choose an Update Frequency.

6. Click Add Channel.

When you start captioning, captions will now also appear in your Zoom meeting.

If you start a new Zoom meeting, you must create a new token and copy it into Web Captioner. Zoom currently does not let you reuse the same token across meetings.

What captions will look like

After Web Captioner is connected to Zoom, captions will look like this:

See also

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Send real-time captions from Web Captioner to a Zoom meeting. Hosting a Zoom meeting and want to make captions available for just your own voice Continue with the instructions on this page. Hosting a Zoom meeting and want to make captions available for all participants' voices Continue with the instructions on this page, and then follow instructions for routing Zoom's audio into Web Captioner.

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In light of COVID-19, we are staying home and figuring out resources for our children. Here, we are putting together activities, ideas, videos to support your child's learning at home. A major focus of our activities will be based off on our award-winning VL2 Storybook Apps. We are making our apps available for free, at specific times. Please keep checking in for updates.

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In light of COVID-19, we are staying home and figuring out resources for our children. Here, we are putting together activities, ideas, videos to support your child's learning at home. A major focus of our activities will be based off on our award-winning VL2 Storybook Apps.

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Streaming TV and Movies, DVDs, Interactive Media, Resources, and more.

We're here to educate students with sensory disabilities, along with their parents and teachers. Our major network-produced, educational content is carefully customized to serve the needs of K-12 students, as well as adult students studying to meet the needs of blind and deaf students.

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The Described and Captioned Media Program

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The Described and Captioned Media Program is a free-loan library of accessible educational media for use by teachers and family member of K-12 students with a vision or hearing loss. This U.S. Department of Education-funded program also serves as a clearinghouse of accessibility information and training resources as well as a gateway to accessibility information from partnering organizations.

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Adding Captions to Screencastify Video Using YouTube

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Adding Captions to Screencastify Video Using YouTube

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Adding Captions to Screencastify Videos Using YouTube

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Captioning and Online Learning Platforms

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Captioning and Online Learning Platforms

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Learn how to add captions or subtitles for DVD, Facebook, QuickTime, iOS devices, and dozens of other applications.

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Learn how to add captions or subtitles for DVD, Facebook, QuickTime, iOS devices, and dozens of other applications.

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Learn how to add captions or subtitles for DVD, Facebook, QuickTime, iOS devices, and dozens of other applications.

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How Closed Captions Can Benefit ALL Students

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How Closed Captions Can Benefit ALL Students

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Key Takeaways

Regardless of whether they have a disability of any kind, a majority of students use closed captions at least some of the time.

Roughly 90 percent of all students who use closed captions find them at least moderately helpful for learning.

Specific ways in which closed captions can aid learning include comprehension, accuracy, engagement, and retention.

When we think of closed captions in higher education, the focus is often on students with disabilities, particularly those who are deaf or hard of hearing. In fall 2015, the Oregon State University Ecampus Research Unit conducted a national survey with 3Play Media to learn more about how all students - those with disabilities and those without - use and perceive closed captions in relation to their learning experiences in the college classroom. This article reports on results of the survey (a full version of the report can be found on the 3Play Media website).

For the recruitment of the student participants, a comprehensive list of U.S. institutions was compiled from membership lists of the Association of American Colleges and Universities, the Association of Public and Land-grant Universities, EDUCAUSE, the Association on Higher Education and Disability, and WCET, using publicly available information. We notified institutional representatives (provosts, student affairs representatives, and/or directors of disability services offices) by e-mail about the study, and we also used social media and word-of-mouth communication to spread the word. This effort resulted in 15 university partners.

More than 2,000 students at those 15 institutions across the United States responded to our online survey. Of those reporting, the average age was 24.5, with a range of 18-72. The majority of the respondents were female (62.8 percent). The largest percentage were seniors (24.2 percent); graduate students made up 12.8 percent.

The racial and ethnic mix of respondents was as follows:

White: 68.3 percent

Two or more races: 9.3 percent

Asian: 7.2 percent

Black/African American: 2.6 percent

American Indian or Alaska Native: 1.3 percent

Native Hawaiian or other Pacific Islander: 1 percent

Just over 10 percent did not respond to this item; on a separate item, 11.2 percent self-identified as Hispanic.

Results

For the purpose of analysis, student responses to four questions were used to create groups based on reported disabilities. Students were asked whether they:

Were diagnosed with a disability (and what type of disability)

Had a disability other than the types listed

Were registered with an office of disability services at their institution

Required academic accommodations

Students who responded "yes" to any of these questions, regardless of their type of disability, comprised the students reporting disabilities group. Those who responded "no" to all of these items comprised the students not reporting disabilities group. The results showed that 412 students (19.4 percent) reported a disability, 1,547 (72.9 percent) did not report a disability, and 163 (7.7 percent) did not respond to any of the four questions.

Use of Closed Captions

Participants were asked how often they use closed captions when they are available on course videos. Among all respondents, 35 percent said they often or always use closed captioning when available, and an additional 19 percent said sometimes. Thus, more than half (54 percent) of the respondents use closed captions at least some of the time.

Do students who report disabilities differ from students who do not report disabilities in their use of closed captions?

Table 1 shows how participants responded to this item. As this table shows, a larger percentage of students reporting disabilities (26.2 percent) indicated they always use closed captions when available, compared to students not reporting disabilities (15.6 percent). However, the percentages for often and sometimes were similar for the two groups.

Table 1. Frequency of closed caption use

The results of combining the percentages for the responses of sometimes, often, and always are shown in Figure 1. This figure reveals that 61.1 percent of students reporting disabilities use captions at least sometimes. Among students not reporting disabilities, more than 50 percent said they use closed captions at least sometimes. By a gap of about 10 percentage points, more students not reporting disabilities indicated that they use closed captions seldom or never than students reporting disabilities (48.3 percent vs. 37.9 percent).

Figure 1. Student use of closed captioning when available

Helpfulness of Closed Captions

Students from both groups (those who reported having a disability and those who did not) who indicated that they use closed captions ( n = 1,532) were asked how helpful they found the closed captions. Among those students, 59.1 percent reported that the closed captions in course videos are very or extremely helpful, and an additional 29 percent said they were moderately helpful. Thus, more than 88 percent of student respondents who use closed captions said they are at least moderately helpful.

Do students with disabilities differ from students without disabilities in their ratings of the helpfulness of closed captions?

Table 2 shows respondents who reported using closed captions in course videos, broken out by the two groups. Among students reporting disabilities, the largest percentage (33.2 percent) indicated that captions are extremely helpful, compared to 21.1 percent of the students not reporting disabilities. Similar percentages of students in both groups indicated that captions are very helpful.

Table 2. Helpfulness of closed captions

Combining the categories of moderately, very, and extremely helpful shows that a very large percentage of both groups indicated that closed captions are at least moderately helpful (see figure 2).

Figure 2. Helpfulness of closed captions

Closed Captions as a Learning Aid

Students from both groups who indicated that they use closed captions were asked to indicate whether any of the following are reasons why they use closed captions. Figure 3 shows that almost two-thirds of respondents indicated that closed captions help them focus, retain information, and overcome poor audio. In addition, more than 40 percent indicated that they use closed captions for reasons related to sensitive environments (i.e., public places or libraries in which they cannot use sound).

Figure 3. Reasons for using closed captions

All students were asked to describe in their own words why closed captions are helpful. A total of 1,210 open-ended responses were coded into six main themes, which were similar to the results of the closed-ended question about helpfulness shown in figure 3. Table 3 shows the percentage of responses within each of the themes. Three-quarters of respondents indicated that closed captions are helpful because they are learning aids. A large percentage also indicated that captions are helpful because they help with poor audio quality. Six percent stated that they use captions for the accommodation of a learning or physical disability. Just over 5 percent indicated that with captions on, it is easier for students to read along or take notes.

Table 3. Themes of why closed captions are helpful

Due to the large number of responses (913) under the theme of captions as a learning aid, these responses were coded into four subthemes:

Comprehension: 51.9 percent of the responses were related to how captions help students understand, organize, and learn the information in videos.

Accuracy: 33.4 percent were related to how captions help with details, terminology, and spelling in videos.

Engagement: 20.3 percent were related to how captions help students focus on the content of videos.

Retention: 14.6 percent were related to how captions help students retain information in the videos through reading and studying.

Difficulty with Hearing

All respondents were asked a specific question about difficulty with hearing; 374 (17.6 percent) indicated they did have difficulty hearing, while 1,584 (74.6 percent)indicated they did not. Another 164 (7.7 percent) did not respond to this item.

How does the frequency of use of closed captions differ for students who have no difficulty hearing compared to students who have difficulty hearing?

Table 4 shows the frequency of use of closed captions for students with and without difficulty hearing. Although one would expect that students who experience difficulty hearing will use closed captions at a higher frequency, our research found that respondents who do not have difficulty hearing also use closed captions with some frequency. Only a little less than 30 percent of student respondents who do not have difficulty hearing said that they never use closed captions.

Table 4. Frequency of closed caption use

Figure 4 shows the combined results of the sometimes, often, and always categories of frequency of use. Students who reported having no difficulty hearing indicated they use captions at a fairly high rate, with almost 50 percent using captions at least sometimes. As expected, student respondents with difficulty hearing reported using closed captions more frequently, with more than 68 percent indicating using captions at least sometimes.

Figure 4. Frequency of closed caption use

Frequent Users of Captions

To further explore perceptions of the helpfulness of captions, we conducted a subgroup analysis for the 678 students who indicated that they often or always use closed captions when they are available and who answered the disability questions. The responses of frequent caption users were analyzed by their reported disability status, and table 5 shows the results. Not surprisingly, the two groups show similar response patterns. Combining the moderately, very, and extremely helpful response choices, 98.8 percent of respondents reporting disabilities indicated that captions are at least moderately helpful, which is very close to the 97.4 percent of responses of students not reporting disabilities.

Table 5. Helpfulness of closed captions among frequent caption users

Conclusions

The results of this study show that more than half of students are using closed captions in their educational videos at least sometimes. Although one might expect students with disabilities to report using captions at much higher rates, this study shows that students not reporting disabilities use captions almost as frequently, with more than 50 percent using them sometimes or more often; this is only about 10 percentage points less than those reporting disabilities.

Among those who reported using closed captions, the vast majority find the captions to be at least moderately helpful. This rating varied somewhat by ability status - the proportion of students reporting disabilities who indicated that captions are extremely helpful was more than 10 percentage points higher than the proportion of students not reporting disabilities who said the same. Overall, ratings of the helpfulness of closed captions were similar for all students, regardless of whether they reported having a disability.

When asked why captions are helpful, respondents overall expressed strong agreement that captions help students focus, retain information, and overcome poor audio. Open-ended responses further illustrate that students find captions to be helpful learning aids. Captions help students with comprehension, accuracy, engagement, and the retention of information transmitted in course videos.

A closer look reveals that almost half of the students who reported having no difficulty hearing use closed captions sometimes or more often, compared to two-thirds of students reporting difficulty with hearing. Further, the majority of frequent caption users find closed captions to be considerably helpful, regardless of their ability status.

In this study we found that closed captions are being used by a wide range of students, perhaps wider than one might guess. The results suggest that we need to look further into how and why students of all ability statuses are using accommodations such as closed captions to help them learn. In the meantime, this research demonstrates that providing closed captions for video content not only benefits students with various disabilities but also has the potential to improve learning for students who report having no disability.

Mary Ellen Dello Stritto is assistant director of research, Ecampus, at Oregon State University.

Kathryn Linder is director of research, Ecampus, at Oregon State University.

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a rising tide: how closed captions can benefit all students

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A Rising Tide: How Closed Captions Can Benefit All Students

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Regardless of whether they have a disability of any kind, a majority of students use closed captions at least some of the time. Roughly 90 percent of all students who use closed captions find them at least moderately helpful for learning. Specific ways in which closed captions can aid learning include comprehension, accuracy, engagement, and retention.

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Abstract

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

Keywords: captions, video, second language, D/deaf, reading, literacy

Introduction

Imagine a technique that can improve children's reading skills ( Linebarger, Piotrowski, & Greenwood, 2010), boost adolescents' written and spoken vocabulary ( Davey & Parkhill, 2012), increase college students' attention to lectures ( Steinfeld, 1998), enhance second-language learners' pronunciation ( Mitterer & McQueen, 2009), and raise literacy rates in developing countries ( Kothari, Takeda, Joshi, & Pandey, 2002). The technique is simple: Display captions on videos.

Captions are like foreign-language subtitles; they translate a spoken language into a written language ( Garza, 1991). Like foreign-language subtitles, captions appear at the bottom of the screen. Unlike foreign-language subtitles, captions translate into writing the same language that is heard in speaking, which is why captions are also called same-language subtitles. Captions also translate sound effects ("raindrops falling," "footsteps approaching," "horses galloping"); captions transcribe song lyrics, and captions offer other helpful clues, such as identifying conversational partners by their name and indicating off-screen voices with italics.

More than 100 empirical studies, listed in the appendix, document the benefits of captions. These studies report benefits to a wide swath of participants as measured by a wide swath of criteria: summarizing main ideas ( Markham, 2000-2001), recalling facts ( Brasel & Gips, 2014), drawing inferences ( Linebarger et al., 2010), defining words ( Griffin & Dumestre, 1992-1993), identifying emotions ( Murphy-Berman & Whobrey, 1983), and of course, answering multiple-choice comprehension questions ( Hinkin, Harris, & Miranda, 2014; Markham & Peter, 2002-2003; Murphy-Berman & Jorgensen, 1980).

Eye-movement studies document that captions are read easily ( d'Ydewalle & de Bruycker, 2007), attended to effortlessly ( d'Ydewalle, Praet, Verfaillie, & van Rensbergen, 1991), and integrated smoothly with the soundtrack of the video ( d'Ydewalle & Gielen, 1992). Standard verbatim captions are as effective as more detailed or elaborated captions ( Anderson-Inman, Terrazas-Arellanes, & Slabin, 2009; Murphy-Berman & Jorgensen, 1980).

The numerous empirical studies referenced in the appendix demonstrate that captions benefit everyone who watches videos, from younger children to older adults. Captions are particularly beneficial to persons watching videos in their non-native language, children and adults learning to read, and persons who are D/deaf or hard of hearing, as illustrated below.

Captions Benefit Persons Who Are D/deaf or Hard of Hearing

The early 20th century's golden age of cinema had created a level playing field for D/deaf and hard of hearing viewers. Silent films, with their interwoven screens of captions (called intertitles), created "the one brief time that deaf and hard of hearing citizens had comparatively equal access to motion pictures" ( Schuchman, 2004, p. 231). But in the late 1920s, as talkies (films with synchronized speech) pushed out silent films, the D/deaf community was shut out.

In response, the D/deaf community created captions ( Downey, 2010), first by recapitulating the intertitles of the silent film era and then by reconfiguring the bottom-of-the-screen foreign-language subtitles that carried U.S. films across the world. In the late 1950s, U.S. President Eisenhower authorized a federal Captioned Films for the Deaf agency (as "part of the post-Sputnik, cold war education boom," Downey, 2008, p. 193).

Captions began appearing on television shows in the 1970s (with their earliest appearances on ABC's Mod Squad and PBS's The French Chef; Withrow, 1994). In the 1980s, a handful of television shows began displaying captions in real time (e.g., the launch of the space shuttle Columbia and the acceptance speeches at the Academy Awards; Block & Okrand, 1983). By the 1990s, captions on TV shows were mandated by the U.S. law ( Erath & Larkin, 2004). The Twenty-First Century Communications and Video Accessibility Act of 2010 requires that captioned TV shows also be captioned when displayed on the Internet.

It is unsurprising that captions benefit persons who are D/deaf or hard of hearing. But early experiments demonstrating that captions benefit D/deaf persons demonstrated something further: Captions also benefit hearing persons. For example, displays the results of a study by Nugent (1983). More than 30 D/deaf children and nearly 100 hearing children (9-14 years old) were randomly assigned to one of four conditions: watch a video with audio but without captions; read only the captions; watch the video with audio and with captions; or read and watch nothing, thereby serving as a control group.

The children's scores on a 23-item comprehension test are illustrated in . Statistical analyses identified two main effects: a main effect of hearing status (hearing children scored higher on the comprehension test than D/deaf children) and a second, even more powerful, main effect of captioning. A lack of a statistical interaction between hearing status and captioning indicated that captions were as beneficial to the hearing children as they were to the D/deaf children.

Several other studies demonstrate the same effect: Video with audio and with captions leads to the highest levels of comprehension, both for D/deaf children and for hearing children ( Anderson-Inman et al., 2009; Boyd & Vader, 1972; Cambra, Leal, & Silvestre, 2010; Fischer, 1971; Gulliver & Ghinea, 2003; Hertzog, Stinson, & Keiffer, 1989; Murphy-Berman & Jorgensen, 1980; Murphy-Berman & Whobrey, 1983; Nugent, 1983; Steinfeld, 1998; Yoon & Choi, 2010).

Captions Benefit Hearing Children Learning to Read

Even for hearing children, learning to read is a complex process, which requires learning to map sound and meaning onto text ( Linebarger, 2001). Soon after captions began appearing on TV shows for D/deaf audiences, educators of hearing children made a striking discovery: Because captions explicitly illustrate the mapping among sound, meaning, and text, captions could also benefit hearing children learning to read ( Adler, 1985; Kirkland, Byrom, MacDougall, & Corcoran, 1995; Koskinen, Wilson, & Jensema, 1986; Parkhill, Johnson, & Bates, 2011).

For example, displays the results of a study of 70 hearing children learning to read ( Linebarger et al., 2010). Second and third graders were randomly assigned either to watch videos with audio but without captions or to watch videos with audio and with captions. The children watched six ½-hr videos, which were episodes of PBS children's shows (e.g., Arthur & Friends, Magic School Bus, Zoom).

As illustrates, watching videos with audio and captions leads to significantly better reading skills. Children who watch captioned videos are better able to define content words that were heard in the videos, pronounce novel words, recognize vocabulary items (which may or may not have been heard in the videos), and draw inferences about what happened in the videos. Other studies demonstrate cumulative benefits from watching videos with captions, for example, cumulative growth in vocabulary both for hearing children ( Koskinen et al., 1986) and for hearing adults ( Griffin & Dumestre, 1992-1993).

Captions Benefit Hearing Adults

After discovering that captions benefit hearing children learning to read, researchers investigated whether captions also benefit hearing adults learning to read. They do ( Koskinen, Knable, Markham, Jensema, & Kane, 1995-1996; Kothari, Pandey, & Chudgar, 2004; Kruger, Kruger, & Verhoef, 2007).

For example, in the late 1990s, researchers encouraged India's national television network to begin captioning popular Bollywood music videos, which were sung and captioned in Hindi. The literacy of thousands of adults was assessed before the captioned music videos began airing and several years later. The literacy of adults who frequently watched the captioned videos increased at a much greater pace than the literacy of adults who rarely or never watched the captioned videos ( Kothari & Bandyopadhyay, 2014).

Even highly literate adults benefit from captions. For example, when highly literate adults watch television commercials that are captioned, they remember brand names better ( Brasel & Gips, 2014), and when highly literate college students watch course lectures that are captioned, they remember course content better ( Steinfeld, 1998). Captions benefit hearing adults, just as captions benefit hearing children.

Captions Benefit Hearing Persons Learning a Second Language

Captions for D/deaf persons were co-opted from foreign- language subtitles for hearing persons. In the early 1980s, as captions for D/deaf persons became more prominent, second-language instructors began re-co-opting captions for hearing persons, to improve second-language literacy ( Price, 1983; Vanderplank, 2013). Scores of studies demonstrate that captions in a second language benefit hearing persons learning that second language; indeed, captions in a second language benefit hearing persons learning that second language even more than captions in the persons' native language.

For example, displays the results from nearly 150 Japanese junior college and university students learning English as a second language ( Yoshino, Kano, & Akahori, 2000). The students watched three types of videos: videos with English audio but without any captions, videos with English audio and Japanese captions, videos with English audio and English captions. In a fourth condition, the students listened to only the English audio.

After watching each type of video (or listening to only the audio) twice, in counter-balanced order, the students recalled as much content as they could using either Japanese and English. The students recalled substantially more content after they watched the videos with English captions than after they watched the same videos with Japanese captions. In fact, after watching the videos with Japanese captions, the students recalled as little as they recalled after not even watching the videos (the audio only condition).

Captions (same-language subtitles) also improve second-language learners' listening comprehension. displays data from University of Southern California students learning English as a second language ( Huang & Eskey, 1999-2000). The students were randomly assigned to watch videos with English audio and English captions or with English audio but without captions. Watching videos with English captions not only improved the students' performance when tested with a written comprehension test, but also improved the students' performance when tested with an auditory, listening, comprehension test.

Captions benefit hearing persons learning a second language, regardless of genre. displays data from 70 college students learning English as a second language, and displays data from 40 English-speaking college students learning Russian as a second language ( Garza, 1991). The students learning English as a second language were randomly assigned to watch videos with English audio and with or without English captions. The students learning Russian as a second language were randomly assignment to watch videos with Russian audio and with or without Russian captions.

As both Figures 5a and 5b illustrate, watching videos with same-language captions leads to significantly better comprehension. Captions benefit comprehension, regardless of the language being learned (Russian or English) and regardless of the genre being watched, from documentaries (The Sharks) to dramas (Hoosiers) to animations (An American Tail) to comedies (The Secret of My Success) to music videos (The Authority Song).

What Are the Policy Implications?

The empirical evidence is clear: Captions, also known as same-language subtitles, benefit everyone who watches videos. More than 100 studies document that captioning a video improves comprehension of, memory for, and attention to videos, for children, adolescents, college students, and adults. Although captions particularly benefit persons watching videos in their non-native language, children and adults learning to read, and persons who are D/deaf or hard of hearing, captions also benefit highly literate, hearing adults.

With so many studies documenting the benefits of captions, why does everyone not always turn on the captions every time they watch a video? Regrettably, the benefits of captions are not widely known. Some researchers are unaware of the wide-ranging benefits of captions because the empirical evidence is published across separate literatures (deaf education, second-language learning, adult literacy, and reading acquisition). Bringing together these separate literatures is the primary purpose of this article.

Reaping the benefits of captions is also impeded by erroneous attitudes (e.g., Weasenforth, 1994). Many people think captions are intended for, and therefore only beneficial to, persons who are D/deaf. For example, in a survey of several hundred K-12 educators across 45 U.S. states, almost all of whom were experienced teachers who frequently showed videos in their classroom, the majority had never turned on the captions on those videos. The minority who had, reported their students having reaped benefits from the captions ( Bowe & Kaufman, 2001).

Similarly, faculty and administrators in higher education are unlikely to be aware of the benefits of captions for university students, despite the fact that captions perfectly illustrate the fundamental principle of Universal Design. Like curb cuts and elevators, captions were initially developed for persons with disabilities, and, like curb cuts and elevators, captions benefit persons with and without disabilities. Indeed, the overwhelmingly vast majority of persons who benefit from curb cuts and elevators are not persons with disabilities, and the same could be true for captions.

The Institute of International Education reports that international students are enrolling in U.S. colleges and universities at an all-time high, a whopping 72% increase in only the past decade. Nearly a third of the international students studying in the United States are from China ( Redden, 2014). Given the increasing number of students in U.S. institutions of higher education who are not native English speakers and given the powerful benefits of captions to non-native speakers, it would behoove professors to turn on captions.

Unfortunately, a primary reason that everyone who watches videos is not benefitting from captions is that not all videos are captioned. Despite U.S. laws, which cover many workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions. Some organizations rely solely on automatically generated captions (e.g., the auto- generated captions found on many YouTube videos).

However, as recent litigation ( Orzeck, 2015) as well as empirical data ( Pan, Jiang, Yao, Picheny, & Qin, 2010) demonstrate, captions generated via automated speech recognition are not yet without interfering error. When auto-generated captions reach parity with human-transcribed captions, further technologies, including real-time captioning of lectures for all students ( Bain, Basson, Faisman, & Kanevsky, 2005), will be able to harness the power of captions for the broadest population ever.

​

Acknowledgments
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by Vilas Research Trust.

Appendix

Studies cited in the article are in boldface.

Benefits of Captions: D/Deaf and Hard of Hearing Children, Adolescents, and Adults

Benefits of Captions: Hearing Children and Adolescents

Benefits of Captions: Hearing Adults

Benefits of Second-Language Captions: Hearing College Students

Benefits of Second-Language Captions: Hearing Children and Adults

History and Theory of Captions

Footnotes
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Everyone should turn on video captions; captions improve comprehension, memory, and attention, for everyone.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video.

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Not sure why closed captioned educational video is necessary? We've got 10 great reasons why you should start captioning for education right away.

1. It's the Law

The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require captioning on educational video that is available to students as well as the public, to ensure effective communication for people who are deaf and hard of hearing.

Section 504 and Title II of the ADA requires captioned video content for public universities and Title III requires captioned video content for private universities

The Individuals with Disabilities Education Act (IDEA) ensures that students at public K-12 schools have equal access to education, which may include captioned educational video.

2. Captions Clarify Video for All Students

While closed captioning for education is crucial to prevent disability discrimination, there are many additional benefits. The first of which is that captions help all students better understand and focus on educational videos. Captions clarify the dialogue when:

the speaker has an accent

technical terms are used

the audio is muffled or too quiet

the environment is noisy

All of these issues would normally distract students' focus, but with captions, students can easily follow along without a problem.

3. Captions Aid ESL and Foreign Language Students

There are 4.5 million public school students in the U.S. whose first language is not English, as well as thousands of international students that come to the United States. Captions are a powerful way to help non-native speakers fully understand key concepts, especially when dealing with technical subjects.

4. Captions Aid Students with Learning Disabilities

Learning disabilities affect thousands of students and when not accommodated, can hinder students' success in higher education. In 2014, only 17% of young adults with learning disabilities received accommodations and supports in postsecondary education because of their disability. Captions are an easy but impactful way to aid students who have trouble processing speech and auditory components in media.

5. Captions Improve Reading Comprehension & Literacy

Researchers Greg McCall and Carmen Craig found that reading comprehension scores from students increased dramatically when captioned educational video was used compared to uncaptioned educational video.

Another study conducted by Planet Read showed that captioning on TV in India greatly increased the literacy rate of children, doubling the number of functional early-age readers.

6. Captions Improve Retention & Focus

Captions are eye-catching and allow students to read along with the video. This combination of audio and visuals creates the best learning environment for students. The U.S. Dept. of Labor tested research subjects' recall for information delivered orally, visually, or both orally and visually after a three-day time period.

Oral-only instruction had an information retention rate of 10% and visual-only instruction had a retention rate of 35%. The combination of both visual and oral instruction resulted in a 65% retention rate.

7. Captions Improve Test Scores

Robert Keith Collins, a professor of American Indian studies at San Francisco State Universit y conducted a study on captioned educational video. During the first year of a 2-year case study, Collins showed videos without captions to establish a baseline of student comprehension, then in the second year, he turned on the captions and began to see improvement in comprehension and grades.

His students went from receiving C's, D's and F's in the non-captioned year, to A's, B's and C's in the captioned year. Students noted that video captions helped them focus and take better notes.

8. Captions Enable Search Across Video Platforms

Schools can use their video platforms as a powerful library. When videos are not captioned, you have to scroll through the entire database to find what you are looking for. When you use a captioning service to create captions and transcripts, the textual data opens your videos up to a full video library search. Rather than scrolling through endless videos, you now can search for keywords, concepts, speakers and more within seconds and all relevant videos will appear.

9. Captions Create New Study Aids

Caption data provides two stellar ways for your students to study and further interact with your video lectures.

First, some video environments allow you to search for keywords, concepts, speakers and more while the video is playing. This allows students to directly jump to concepts and terms they need help with, without watching the entire video repeatedly.

Additionally, captions come with a transcript. When an educator includes a video transcript along with an educational video, students are able to read along the with video, print the transcript, and take notes directly next to the relevant content.

10. Captions Boost Recruitment Efforts

Captioning for education isn't just about helping students. Universities can take advantage of captioned video to improve their recruitment efforts without breaking the bank. Admissions officers can't visit every high school and students can't visit every potential college. But most students have online access where they can watch campus tours, view sample lectures, access admissions resources, and even upload interview recordings without the expense of visiting.

Video expands access to the students, schools, and regions for whom your school was never even on the horizon. Captioning these videos ensures that you reach every potential student in a welcoming way, regardless of whether they have a hearing disability, speak English as their native language, or are on the go.

Closed Captioning for Education Is Easy

All you have to do is enlist a third-party professional captioning service. You'll want to make sure they provide 99% accurate captions or else you will be in violation of the ADA and Section 504. Check out our guide to choosing the right captioning service here.

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10 Reasons Why Closed Captioning for Education Is a Must | cielo24

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Not sure why closed captioned educational video is necessary? We've got 10 great reasons why you should start captioning for education right away. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require captioning on educational video that is available to students as well as the public, to ensure effective communication for people who are deaf and hard of hearing.

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Massachusetts Commission for the Deaf and Hard of Hearing

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Massachusetts Commission for the Deaf and Hard of Hearing

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The Massachusetts Commission for the Deaf and Hard of Hearing is the principal agency in the Commonwealth on behalf of people of all ages who are deaf and hard of hearing, established by Chapter 716 of the Acts of 1985, which amended Massachusetts General Laws, Chapter 6 §191-197.

To fulfill this function, MCDHH is mandated to:

promulgate and coordinate public policy;

deliver technical assistance and resources for other state agencies as needed;

advocate;

provide or ensure provision of direct specialized services including but not limited to case management, interpreter services, technology services including telecommunication and assistive listening devices, independent living services, information services, and such other services as it determines are needed;

carry out public education;

ensure the accessibility and quality of existing services and recommend new services as needed;

make recommendations to the Governor.

Our Vision is a Commonwealth where universal access is the standard for ensuring that Deaf and hard of hearing people fully participate in all areas of life. The estimated number of Deaf and hard of hearing is 20% of the general population. The current MA census is 6,892,503; the estimation for MA Deaf and hard of hearing is: 1,378,501.

Priority Areas to reach our Vision

Effective Government
Facilitate effective public policy and operations that recognize and address the concerns of Deaf and hard of hearing consumers and employees.

Community Connected Services
Advocate and support access for Deaf and hard of hearing in the community.

Education
Ensure that Deaf and hard of hearing children receive a quality education based on national standards.

Workforce Development
Expand the pool of CART providers and qualified ASL proficient human service personnel in the Commonwealth.

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Massachusetts Commission for the Deaf and Hard of Hearing

# data[].attributes.attachment_link.description
The Massachusetts Commission for the Deaf and Hard of Hearing is the principal agency in the Commonwealth on behalf of people of all ages who are deaf and hard of hearing, established by Chapter 716 of the Acts of 1985, which amended Massachusetts General Laws, Chapter 6 §191-197.

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American Society for Deaf Children (ASDC)

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American Society for Deaf Children (ASDC)

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The camp's philosophy, " learning through experience," is put into effect in three ways:

Self-esteem and a positive attitude come from having successful social experiences with peers and lots of friendly encouragement from the staff. We provide specific situations that are designed for each camper to set goals and challenge themselves while discovering their own skills and abilities. At the same time we provide opportunities that stimulate the development of each camper's self esteem. Specific knowledge and skills are taught with a "learn by doing" approach.

Physical fitness is developed through sports and recreation programs, fostering campers' emotional, physical and intellectual growth.

A wide range of activities are offered to provide appropriate challenges for the wide range of skills and interests campers bring to the island. Campers will keep up their skills and learn many new ones through our fun leadership and literacy activities that are woven throughout the program.

Owned and operated since its beginning by the American School for the Deaf, Camp Isola Bella follows the School's American Sign Language/English Bilingual approach to communication, which incorporates American Sign Language, speech, reading, writing, and the use of assistive hearing technology. Staff are willing and able to meet campers where they are to provide the best summer camp experience for each child. This approach minimizes communication barriers so students and staff can focus on having fun and learning together. Children of Deaf Adults (CODAs), as well as children with deaf siblings are also welcome to attend Camp Isola Bella!

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The camp's philosophy, " learning through experience," is put into effect in three ways: Self-esteem and a positive attitude come from having successful social experiences with peers and lots of friendly encouragement from the staff. We provide specific situations that are designed for each camper to set goals and challenge themselves while discovering their own skills and abilities.

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Kid's Books About Being Deaf - Arapahoe Libraries

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Kid's Books About Being Deaf by ArapahoeSusan - a community-created list : Recognize the challenges and accomplishments of people who are deaf and hard of hearing in these stories and biographies.

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Youth Summer Programs and Camps for Middle School and High School Students

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Now offering a free one-week virtual program for qualified deaf and hard-of-hearing high school to gain experience and explore their career interests in STEM fields. Learn about different STEM fields, make new friends during social night, and receive free kits with cool tech and activities.

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Summer Camp for Kids of Deaf Adults (KODA) and Deaf and Hard of Hearing Teens

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ONLINE REGISTRATION for Summer 2024 will open on Sunday, January 7, 2024 ~ CLICK HERE, ACTIVE
2024 Camp Registration/Refund Policy, Instruction in ASL Video plus Payment Deadlines for all camp programs, click here! PARENTS - Please note: New The Mark Seven Deaf Foundation Board met on March 18, 2023 and voted to remove the CM7 COVID Restrictions. 2024 CM7 Summer Camp Schedule, click here! *** 2024 Camper Forms, click here! Financial Assistance: Tuition Assistance and Merit Based Camperships Applications for Campers, click here! For more information about Camp job openings, click here! Please note: Our tuition rates for 2024 remain the same as for 2023 *** Based upon the CDC (Center of Disease Control) and Biden Administration's termination of the Covid Emergency, Camp Mark 7 has discontinued its rules and restrictions regarding COVID. Camp Mark 7 reserves its right to reinstate and/or impose new COVID related restrictions and rules in the future should circumstances warrant. Electronics Use Policy for Summer Camp Participants
Located in the beautiful Adirondack Mountains of New York, Camp Mark Seven is a peaceful, welcoming retreat offering a variety of life-affirming educational, recreational and spiritual programs for deaf, hard of hearing, and KODA/CODA individuals. CM7, established in 1982, is home to outdoor and waterfront activities such as mountain hiking, kayaking, canoeing and swimming. Fun, adventure and great camaraderie in ASL are our passion for the campers.

Our programs are unique and have left a lasting impressions on each and every camper and staffer since the beginning. Our campers come from all 50 states, including different countries. Full communication access at CM7 is greatly valued.

Be sure to also check out our wonderful CM7 milestones!

We encourage you to come and experience a week or two of great fun!

We look forward to having you here!

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CM7 is the leadership and recreational camp in the Adirondack Mountains of New York for deaf children that dates back to 1979.

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Parent-led Organization for Families with Deaf and Hard of Hearing Children

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Hands & Voices - Supporting families with D/HH children

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Hands & Voices is a parent driven, non-profit organization dedicated to providing unbiased support to families with children who are deaf or hard of hearing

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Deaf-Owned Video Relay Service | VRS App | VRS

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Use Convo Video Relay Service (VRS) designed by a Deaf-owned company. And use the best interpreters in the industry for any kind of VRS call.

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Today, about 11.5 million Americans have some sort of hearing impairment, ranging from difficulty in hearing conversation to total hearing loss. That's about 3.5 percent of the population. In addition, around 50 million of the population experience some level of tinnitus - a constant ringing in the ears.

National Institute on Deafness and Other Communication Disorders: Statistics About Hearing

A deaf quarterback is credited with the invention of the modern circular football huddle. Read more on this Wikipedia page started by UA students.

The Deaf and the Origin of Hand Signals in Baseball

Deaf Culture Facts That Might Surprise You

Deaf Fun Facts You Need to Know

DEAF HISTORY

April 15, 1817 - The American School for the Deaf, the first public permanent school for Deaf children in the United States, was opened. Located in West Hartford, Connecticut, the school is a nationally renowned leader in providing comprehensive educational programs and services for Deaf and hard-of-hearing students.

April 8, 1864 - Gallaudet University, the first and only higher education institution for Deaf and hard-of-hearing students, was founded. Gallaudet, a private federally chartered research university in Washington, DC, is the only university in the world where students live and learn using American Sign Language and English.

A HISTORY OF DEAF RIGHTS, CULTURE, AND LANGUAGE

Encyclopedia Britannica: History of the Deaf includes information dating back to the 16th century.

People and Events in Deaf History

COMMUNICATION

Healthy Hearing: Communication Tips for Talking to People with Hearing Loss

Disability Language Style Guide: Deaf

American Sign Language Classes

NAD's Position on Deaf People in Media

MORE IMPORTANT RESOURCES

National Association of the Deaf

National Association of the Deaf Resources

National Institute on Deafness and Other Communicative Disorders: Quick Statistics About Hearing

American Sign Language Spoken Here - "Before William Stokoe's groundbreaking research, American Sign Language (ASL) was erroneously viewed as a pantomime, a poor substitute for spoken speech. Now ASL is recognized as a language with its own syntax, morphology, and structure." With National Science Foundation grants Stokoe and two of his Gallaudet colleagues created the Dictionary of American Sign Language on Linguistic Principles in 1965. National Science Foundation

Deaf President Now - In March 1988, Gallaudet University experienced a watershed event that led to the appointment of the 124-year-old university's first deaf president. Since then, Deaf President Now (DPN) has become synonymous with self-determination and empowerment for Deaf and hard-of-hearing people everywhere.

How 'Deaf President Now' Changed America - A brief history of the movement that transformed a university and helped catalyze the Americans With Disabilities Act.

D-PAN.TV - In March 2016, Deaf Professional Arts Network, known as D-Pan, launched a go-to source for American Sign Language-related content. The highlight of the network is DTV News, featuring Deaf anchors who share national news in ASL along with captioning and voiceovers. The network also offers a variety of entertainment and educational content produced by and starring some of the biggest names in the Deaf community.

Deaf View/Image Art, also known as De'Via, is art that examines and expresses the Deaf experience form a cultural, linguistic and intersectional point of view.

Museum of Deaf History, Arts and Culture - Located in Olathe, Kansas, the museum exposes visitors to the historical experiences of being Deaf and the numerous contributions of Deaf people to the world.

FILM | TELEVISION | BOOKS

"Deaf U" is a Netflix reality series that follows a group of Deaf and heard of hearing students at Gallaudet University, a private university for the education of deaf and hard of hearing in Washington, DC. Released in the fall of 2020, the series is produced by actor, model and deaf activist Nyle DiMarco.

"Audible" is a 2021 short film documenting a Maryland High School for the Deaf high school athlete. It is available on Netflix.

Documentary: "Through Deaf Eyes" - This two-hour documentary explores 200 years of Deaf life in America and presents various perspectives on being deaf. The film is propelled by the stories of people, both eminent and ordinary, and sheds light on events that have shaped Deaf lives. The film includes interviews with prominent members of the Deaf community, including actress Marlee Matlin and Gallaudet University president emeritus I. King Jordan. Interwoven throughout the film are six short documentaries produced by Deaf media artists and filmmakers.

" CODA," which won an Academy Award for Best Picture and numerous other awards, was the first film to have burned-in subtitles on screen. CODA stands for Child of Deaf Adults. The movie, released in 20201, is about a hearing child in a deaf family who finds herself torn between pursuing her love of music and helping her family's struggling business. CODA is available on Apple TV+

"Sound and Fury" is a documentary that follows the lives of the Artinians, an extended family with Deaf and hearing members across three generations. Together they confront a technological device that can help the deaf to hear but may also threaten Deaf culture and their bonds with each other. The film was nominated for an Academy Award for Best Documentary Feature and won the National Board of Review Freedom of Expression Award. The documentary is available on Amazon Prime, Apple TV, Sling TV and Roku Channel.

"Deaf Jam: ASL Poets in the Spotlight" showcases students who perform in their first American Sign Language Poetry Performance at Lexington School for the Deaf. The documentary is available on PBS.

"A Look into the Deaf Community" is an 8-minute short that shares information on Deaf culture and American Sign Language. It is available on PBS and part of the Rise and Shine series for children on Arkansas PBS.

"The Power of Silence" is a series on PBS that explores deafness and hearing loss through the many different lenses of education, understanding, compassion and technological advances.

"Why Sign Language was Banned in America" is a 12-minute short on PBS as part of the Otherwords series.

View a more extensive list of movies about the Deaf community, including deaf narrative movies and ASL movies and documentaries.

Films to celebrate national Deaf History Month

FAMOUS DEAF & HARD-OF-HEARING ACTORS & ADVOCATES

Sandra Mae Frank - actress and producer, "New Amsterdam"

Marlee Matlin - author, activist, Academy Award-winning actress for "Children of a Lesser God" in 1986, and starred in "Coda" in 2021

Nyle DiMarco - model, actor, activist, first deaf winner on "America's Next Top Model" and "Dancing with the Stars," an executive producer of"," and president of the Nyle DiMarco Foundation

Heather Whitestone - Alabama native and the first deaf woman to be crowned Miss America

Juliette Gordon Low - founder of the Girl Scouts

Derrick Coleman - first deaf offensive player in the NFL and played for the Seattle Seahawks, including in the XVLIII Super Bowl

Lou Ferrigno - actor, bodybuilder, and personal trainer, known for his role as the Incredible Hulk

5 Famous Deaf People Who Changed the World

Famous people with hearing loss

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ASL Stories Directory - American Society for Deaf Children

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Find your child's favorite books in our ASL Stories Directory! Get links to hundreds of free videos of sign language stories your child will love!

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American Sign Language | Videos | PBS KIDS

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Watch for free your favorite PBS KIDS shows like Daniel Tiger's Neighborhood, Wild Kratts, Odd Squad, and Sesame Street.

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SignUp - Sign The SignUp Google Chrome Extension overlays American Sign Language (ASL), British Sign Language (BSL) and Indian Sign Language (ISL) interpretation on the streaming platforms, Disney+ and Netflix, for more accessible captioning. It is a media-accessibility tool as well as a learning tool for students of sign language. SignUp is a fun way for kids (and adults!) to enjoy mainstream movies.
Language for Netflix & Disney+

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SignUp - Sign Language for Netflix & Disney+

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This extension allows the user to overlay videos of American Sign Language interpreting onto Disney+ and Netflix videos.

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My kid is already hooked on this memory game! With lightning-fast clicks, i can see Cal is acing those sign and picture matches in seconds. It's an absolute blast, and we can't wait to dive back in for more ASL action on this app!

Thank you so much for the fantastic review! We're thrilled that your child is enjoying the memory game and mastering ASL signs so quickly. Stay tuned for more updates and exciting new features to keep the ASL action going. We can't wait for you both to dive back in for more fun and learning!

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‎Welcome to a gamified approach to learning American Sign Language. Kick our launch off with our first mini-game, memory match! Helps you memorize your signs and have fun at the same time. Help grab banana points for Apollo to eat with his friends. Learn more at www.playwithasl.com

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Explore our vibrant workshops, webinars, and online events! ASDC unites DHH mentors, advocates, professionals, and educators each month to share their expertise on diverse topics with our community. Workshop/webinar prices vary, please check course descriptions for details.

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Online Classes - American Society for Deaf Children

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Take an online ASL classes with ASDC! Learn American Sign Language, get insights into Deaf culture, and support your deaf child's language development.

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Oklahoma School for the Deaf - Online Classes

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Oklahoma School for the Deaf - Online Classes

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Upcoming Classes

Classes Coming Soon!

Add your email to the mailing list to get the latest updates.

Did you know that we offer classes every fall and spring? To stay up to date with our ASL Class information as well as other events we have on our campus, you can continue to check out our OSD website at osd.k12.ok.us. You can also be added to our email notification list to receive an email when registration for our next classes is available. Just add your email in the box below!

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Add your email to the mailing list to get the latest updates. Did you know that we offer classes every fall and spring? To stay up to date with our ASL Class information as well as other events we have on our campus, you can continue to check out our OSD website at osd.k12.ok.us.

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Sign It! American Sign Language Made Easy | Learn ASL online from these entertaining ASL pros. Sign It ASL is a fun American Sign Language course for teens and adults.

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Self-paced online learning ASL comedy, stories, and sketches Fingerspelling, vocabulary, & grammar Non-manual markers (NMMs) Introduction to Deaf culture Receptive conversation practice Quizzes and exams with grade tracking Three difficulty level settings Optional off-screen voiced gloss Vocabulary shown by multiple people Extensive ASL dictionary Certificates of completion

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Spreading awareness about deafness, language acquisition, American Sign Language, and the Deaf community

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Learn ASL with ASL Kids

Empowering Kids and Beginners to Communicate Through ASL:
Join Our Sign Language Learning Journey!

Welcome to ASL Kids!

At ASL Kids, we're passionate about teaching American Sign Language (ASL) to kids and beginners. Our goal is to make learning sign language fun, interactive, and accessible for everyone. Whether you're a parent looking to introduce your child to ASL or a beginner eager to learn this expressive language, you've come to the right place.

What is (Baby) Sign Language/ASL?

Have you ever wondered about the magic of sign language? We'll help you understand the difference between Baby Sign Language and ASL and why learning both can be incredibly beneficial. Discover the advantages of signing with your little ones and explore the world of ASL. Learn more

The ASL Alphabet

Unlock the power of ASL with the ASL Manual Alphabet. We've made it easy for you to learn how to sign each letter. Download our printable sign language chart and dive into our engaging ABC videos. Get ready to spell your name and much more in ASL! Explore the ASL alphabet

ASL Classes Near You

Looking for in-person ASL classes near your location? We can help you find the perfect Sign Language course close to home. Start your journey towards fluency with local ASL classes. Find ASL Classes

Selected ASL Books

Are you in search of the right ASL books to kickstart your signing adventure? Let us guide you with our selection of top-rated sign language books suitable for kids. Start your learning journey with the best resources. Discover ASL Books

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ASL Kids - Sign language Resources for Children

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Sign Language for Kids and Babies. Free Resources, Tips, Lessons and ASL videos. Learn the ASL alphabet and GET the BEST ASL dictionary app for FREE!

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The Shared Reading Program is designed to teach parents and care givers how to read to their deaf and hard of hearing children, using American Sign Language (ASL), and the 15 Principles. The tutors also…

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What works for your child is what makes the choice right.

National statistics report that 99% of babies identified with hearing loss are born to families with no prior understanding or knowledge of deafness.

This can be a daunting and confusing time for families, often absorbing a lot of information while dealing with significant emotional stress.

It is crucial that families be connected with professionals and services that specialize in working with families of children who are d/Deaf or hard of hearing. And who understand what you're going through.

As a parent-driven organization, we understand first-hand the value that comes with access to the most recent guidance, having support from experienced parents, and making connections with other families and community members regardless of communication mode.

It takes a village and this is ours. Meet our dedicated team of parents and professionals working to enhance the lives of families with d/Deaf or hard of hearing children across Massachusetts.

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Massachusetts Hands & Voices is a parent-led nonprofit organization dedicated to empowering families of d/Deaf and Hard of Hearing children throughout Massachusetts. We provide unbiased support, education, and advocacy to help families navigate diagnosis, communication options, educational planning, and community resources-building a stronger, more informed d/Deaf community together.

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By Mara’s logo represents the hand sign as a combination of the American Sign Language three fingerspelled letters: I+L+Y (I Love You). It is widely known and used by everyone within the Deaf and Hard of Hearing community.

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𝙈𝙚𝙚𝙩 𝙩𝙝𝙚 𝙜𝙞𝙧𝙡 𝙬𝙞𝙩𝙝 𝙩𝙝𝙚 𝙚𝙢𝙥𝙤𝙬𝙚𝙧𝙢𝙚𝙣𝙩 𝙤𝙛 𝙨𝙚𝙡𝙛-𝙡𝙤𝙫𝙚, we are Girl and Creativity, here to support our girls in the creative world where they will be able to show empowerment of their self-love.

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𝙈𝙚𝙚𝙩 𝙩𝙝𝙚 𝙜𝙞𝙧𝙡 𝙬𝙞𝙩𝙝 𝙩𝙝𝙚 𝙚𝙢𝙥𝙤𝙬𝙚𝙧𝙢𝙚𝙣𝙩 𝙤𝙛 𝙨𝙚𝙡𝙛-𝙡𝙤𝙫𝙚, we are Girl and Creativity, here to support our girls in the creative world where they will be able to show empowerment of their self-love.

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National Deaf Therapy - ASL Therapy by Deaf Therapists - National Deaf Therapy

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National Deaf Therapy provides ASL Therapy services by Deaf therapists fluent in ASL. Connect with us to begin healing today.

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Boston Children's Hospital Deaf & Hard of Hearing Program

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Boston Children's Hospital Deaf & Hard of Hearing Program

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Deaf and Hard of Hearing | Boston Children’s Hospital

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The Boston Children’s Deaf and Hard of Hearing Program provides comprehensive services to D/deaf and hard of hearing children. Learn more.

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Mass Eye & Ear DHH Family Education & Support

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Mass Eye & Ear DHH Family Education & Support

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Education and Family Support | Mass Eye and Ear

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Children with hearing loss benefit from specific supports so they can better access language and aim for success.

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DEAF, Inc. is hosting Board Game Social. All welcome, join the fun!
Saturdays from 11 AM - 3 PM EST
DEAF, Inc. 370 Merrimack St, Suite 205Lawrence, MA 01843.
Snacks & Drinks provided.
Enjoy a variety of fun games & Bingo.

If any questions, please call or email front desk
at 617-505-4823 & hello@deafincma.org.

DEAF, Inc. is hosting Board Game Social.
All welcome, join the fun!
Saturdays from 11 AM - 3 PM EST
DEAF, Inc. Office 50 Hunt St., Suite 200 Watertown, MA 02472.
Snacks & Drinks provided.
Enjoy a variety of fun games & Bingo.

If any questions, please call or email front desk at 617-505-4823 & hello@deafincma.org.

Are you ready for Halloween?
Dressed up or not, come and join us for spooky fun games! Friday, October 31

DEAF Inc 227 Union St, Mezzanine 2, New Bedford, MA 02740

Light refreshments provided. Under that, RSVP for reasonable accommodations
(617) 505-4823 hello@deafincma.org

Our Thanks to Funders

Your support makes our work at DEAF, Inc. possible. Thank you!

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Uplifting our Community for over 45 years. Dedicated to Deaf, Hard of Hearing, DeafBlind and Late-Deafened Lives in Massachusetts.

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Here is
how
it works

Practical conversation skills

Immerse yourself in Sign Language through interactive and useful dialogs that get you conversational fast.

Remember what you've learnt

Use our vocabulary trainer to reinforce your memory and retain your learnings for the long term.

ASL Dictionary

Want to look up a specific sign or sentence? No problem - our dictionary for American Sign Language has got you covered.

Sign with confidence

Unsure whether you are signing the right way? Refine your execution with the Lingvano Sign mirror and gain the confidence to sign!

Anywhere.
At any time.

Use Lingvano to learn American Sign Language (ASL) on your smartphone, tablet or laptop. No matter where you are, your learning progress is constantly being synced across all your devices.

Here is what our users love about learning ASL with Lingvano

I really appreciate how flexible and interactive the learning system is.

I find the course to be very engaging and have lots of fun while learning!

Lingvano helps me to keep my ASL skills up-to-date and expand my knowledge.

Building bridges

Our mission is to help you connect with Deaf family members, friends, colleagues and neighbors. Start learning American Sign Language now and help to build bridges.

Start learning now

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Learn American Sign Language online - Get started for free!

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Develop the confidence to sign in everyday situations. Connect with Deaf friends, family members & colleagues! Get conversational within 10 minutes a day!