Education Terms

CAP THAT! recap

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In June 2015, we launched our annual CAP THAT! campaign with a simple message: turn the captions on when watching video content in class. This year we focused on the significance of using captions to benefit even more students, including students with English as an Additional Language, those who have reading difficulties, children on the autism spectrum, as well as students who are Deaf or hearing impaired. Amongst Australian schools nationwide, this equates to over one million kids in total.

CAP THAT! captioned for learning logo

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Education

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Education Terms

Itinerant Teacher of The Deaf

Deaf or hearing impaired

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Captions: essential for learning

This downloadable brochure is available for teachers, librarians and teachers of the Deaf to use and share, explaining how captions provide literacy, learning and accessibility benefits for all students. Available information includes:

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Education

Education Terms

Itinerant Teacher of The Deaf

Deaf or hearing impaired

Captions

Closed captions

Inclusion

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Several hundred million reasons captions boost literacy

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The use of captions to help with literacy is supported by a range of studies and approaches. As we approach National Literacy and Numeracy Week and the culmination of the CAP THAT! campaign, we contrast two studies on captions and literacy—a small-scale American study and a massive program in India targeting hundreds of millions.

Key attached to keychain with the word 'literacy'

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Deaf or hearing impaired

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Including captioning for excursions

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The principles of CAP THAT! don’t have to stop at the school gate. There are options for including captioning as part of an excursion; it just requires a little research and planning beforehand.

Teacher and six primary school students standing outside a building

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How does captioning help with inclusive education?

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Inclusive education is an expectation for any student enrolled in a mainstream school, which is the case for the vast majority of Australian school students who have a disability.

Teacher and four primary school students using a laptop

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Deaf or hearing impaired

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Captioned video and transcripts – ideal access and teaching combination

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For students with diverse learning needs, the use of captioned content in the classroom is the best way to gain access to context and information for learning experiences using media. When captions are not available, the fall-back position for teachers has often been the use of transcripts.

Student writing the word 'plant' on an interactive whiteboard, alongside the words Irrigation, gardener, farmer, water, soil and fertilising. The caption reads 'will consolidate your message.'

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Itinerant Teacher of The Deaf

Deaf or hearing impaired

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Five key captioning roles for specialist educators

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Specialist education roles, such as Itinerant or Supporting Teachers of the Deaf, have a strategic and practical role in promoting the use of captions in school.

Smiling teacher standing in a classroom, holding a folder in her right hand

Five key roles you can play are:

1. Broadening the reach of access services to others

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Education Terms

Itinerant Teacher of The Deaf

Deaf or hearing impaired

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Captioning helps ASD students

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One of the identified audiences for Media Access Australia’s CAP THAT! campaign is students with diverse learning needs. This includes students who have an Autistic Spectrum Disorder (ASD), which represents about 0.5% of Australians according to the Australian Bureau of Statistics SDAC Survey¹.

Ai-Media live captioner

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Deaf or hearing impaired

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Captions aid literacy in the classroom

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Worldwide studies have identified that captions can play a vital role in improving literacy levels of students. Improving reading skills is one of the main objectives for Media Access Australia’s CAP THAT! campaign, which targets all schools and all classrooms across Australia with the simple message: turn the captions on when playing television or video content in the classroom.

High school aged girl writing on paper in classroom with other students

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Deaf or hearing impaired

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Think ‘Smart’ – IEP goals for access

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Part of the core work for teachers is to create learning goals for their students, on a class and at times individual basis. It is imperative that teachers include goals for all students in regard to access to media and technology, to ensure access to the curriculum.

Young boy in a classroom pressing down on a tablet device