Relevant bibliographies by topics / Subtitles for the Deaf and Hard of Hearing

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Subtitles for the Deaf and Hard of Hearing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Subtitles for the Deaf and Hard of Hearing"

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Krasavina, Yuliya Vitalevna, Ekaterina Petrovna Ponomarenko, Olga Victorovna Zhuykova, and Yuliya Vadimovna Serebryakova. "Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 101–7. http://dx.doi.org/10.15293/1813-4718.2101.11.

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Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.
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Nakajima, Sawako, Naoyuki Okochi, Naoko Iizumi, Motohiko Tsuru, Kazutaka Mitobe, and Tetsujiro Yamagami. "The Possibility and Challenges for Deaf-Blind Individuals to Enjoy Films in Theater." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 2 (2017): 350–58. http://dx.doi.org/10.20965/jaciii.2017.p0350.

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In recent times, the use of subtitles and audio descriptions in movies for individuals with either hearing or visual impairment and the need to develop systems to provide these have been realized. However, even the need and possibility for deaf-blind individuals to enjoy movies have not been discussed yet. This study created an environment for deaf-blind individuals to “watch” a film, and conducted a screening of feature-length films with subtitles and audio descriptions. Interviews of 26 deaf-blind individuals indicated that 56% had watched films in a theater after becoming deaf-blind and before the screening session. When watching the films, 26.9% of participants used individual monitoring devices, headphones, or other conventional video or audio equipment. Furthermore, 50% were able to use either subtitles or audio descriptions. Regardless of their impairment conditions, participants responded positively towards watching the film in the screening session. Among the deaf-blind, 42.1% of the partially sighted and deaf, blind and hard of hearing, and partially sighted and hard of hearing individuals appreciated a special aspect of the theater, i.e., “sharing an opportunity and communication with others.”
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Morettini, Agnese. "Profiling deaf and hard-of-hearing users of subtitles for the deaf and hard-of-hearing in Italy: a questionnaire-based study." MonTI. Monografías de Traducción e Interpretación, no. 4 (2012): 321–48. http://dx.doi.org/10.6035/monti.2012.4.14.

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Talaván, Noa. "Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:." International Journal of English Studies 19, no. 1 (2019): 21–40. http://dx.doi.org/10.6018/ijes.338671.

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The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.
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Aleksandrowicz, Paweł. "Can subtitles for the deaf and hard-of-hearing convey the emotions of film music? A reception study." Perspectives 28, no. 1 (2019): 58–72. http://dx.doi.org/10.1080/0907676x.2019.1631362.

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Gernsbacher, Morton Ann. "Video Captions Benefit Everyone." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 195–202. http://dx.doi.org/10.1177/2372732215602130.

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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. 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.
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Szarkowska, Agnieszka, Izabela Krejtz, Olga Pilipczuk, Łukasz Dutka, and Jan-Louis Kruger. "The effects of text editing and subtitle presentation rate on the comprehension and reading patterns of interlingual and intralingual subtitles among deaf, hard of hearing and hearing viewers." Across Languages and Cultures 17, no. 2 (2016): 183–204. http://dx.doi.org/10.1556/084.2016.17.2.3.

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Vanderplank, Robert. "‘Effects of’ and ‘effects with’ captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners?" Language Teaching 49, no. 2 (2013): 235–50. http://dx.doi.org/10.1017/s0261444813000207.

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Ever since Karen Price's ground-breaking work in 1983, we have known that same-language subtitles (captions) primarily intended for the deaf and hearing-impaired can provide access to foreign language films and TV programmes which would otherwise be virtually incomprehensible to non-native-speaker viewers. Since then, researchers have steadily built up our knowledge of how learners may make use of these when watching.The question remains, however, whether, and to what extent, watching subtitled programmes over time helps develop learners’ language skills in various ways. Perhaps surprisingly, this question of long-term language development has still not been fully addressed in the research literature and we appear to be in a largely ‘confirmatory’ cycle. At an informal level, on the other hand, there are countless stories of learners who have been assisted in learning a foreign language by watching subtitled or captioned films and television.I shall review the contributions of key research studies to build up a picture of the current state of our knowledge and go on to outline, first, the current gaps in research and, second, some encouraging new approaches to learning by autonomous ‘users’ of foreign-language Internet media and same-language subtitles across languages, now more widely available.
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McIntyre, Dan, and Jane Lugea. "The effects of deaf and hard-of-hearing subtitles on the characterisation process: a cognitive stylistic study ofThe Wire." Perspectives 23, no. 1 (2014): 62–88. http://dx.doi.org/10.1080/0907676x.2014.919008.

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Costal, Tomás. "Why is that creature grunting?" Translation and Translanguaging in Multilingual Contexts 4, no. 1 (2018): 151–77. http://dx.doi.org/10.1075/ttmc.00008.cos.

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Abstract Video games today are highly complex audiovisual products. Their nature is not only multisemiotic but also interactive. Their potential audience has certain expectations and, especially in the case of digital blockbusters, final users need the advantage of knowledge and the force of numbers. A faux pas in design, continuity or playability will most likely be conducive to social media outrage, and will see official apologies be released presently. Conversely, accessibility shortcomings rarely or never have the same impact. The present study puts forward the advantages of including Subtitles for the Deaf and Hard of Hearing (SDH) in popular video games and offers an in-depth analysis of a selection of recent multimedia titles. Drawing on the work of Bernal Merino (2015), O’Hagan and Mangiron (2013) and Trabattoni (2014) on the special characteristics of video games, the main elements around which they are structured and the aspects that determine their success or failure, the author will endeavour to advance a convincing argument in favour of the introduction of SDH subtitling conventions.
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Dissertations / Theses on the topic "Subtitles for the Deaf and Hard of Hearing"

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Neves, Josélia. "Audiovisual translation : subtitling for the deaf and hard-of-hearing." Thesis, University of Roehampton, 2004. https://pure.roehampton.ac.uk/portal/en/studentthesis/audiovisual-translation(b1dc4160-b445-46fa-974a-110888545271).html.

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A study of subtitling for the Deaf and Hard-of-Hearing (SDH) with special reference to the Portuguese context. On the one hand it accounts for a descriptive analysis of SDH in various European countires with the aim of arriving at the norms that govern present practices and that may be found in the form of guidelines and / or in actual subtitled products. On the other hand, it is the result of an Action Research project that aimed at contributing towards the improvement of SDH practices in Portugal. These two lines of research are brought together in the proposal of a set of guidlines -Sistema de legendagem vkv - for the provision of SDH on Portuguese television. This research positions itself within the tradition of Translation Studies (TS) by taking a descriptive approach to its subject. Nonetheless it takes a step beyond to seek reasons and to propose change rather then simply to describe objects and actions. Given its topic and methodological approach, this research also drank for other fields of knowledge, such as Deaf Studies, Sociology, Linguistics and Cinema Studies, amongst others. In this contect SDH is addresssed as a service to Deaf and Hard - of - Hearing viewers, thus implying a functional approach to all that it entails. In order to arrive at an emcompassing understanding of the subject, in the body of this work we may find a summary of the history of SDH as well as an overview of the overriding and specific issues that characterise this type of subtitling. Following this, the Portuguese situation is made known through the account of five case studies that were carried out in the course of 2002 and 2003. In response to the needs and requirements of Portuguese Deaf and Hard-of-Hearing viewers, the proposed set of guidelines is based on the special concern for adequacy and readability and is envisaged as a useful tool for students and practitioners of SDH.
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Sukharukava, Yauheniya. ""The Three Amigos": Subtitling Health Communication for the Deaf and Hard of Hearing." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31115.

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Contemporary scholars have been studying audiovisual translation for the past twenty years. However, health communication has never yet been included as a part of the audiovisual material under discussion. The goal of this thesis is to create Russian subtitles for the deaf and hard of hearing from the original English version of The Three Amigos, a series of PSAs (Public service announcements) regarding the prevention of HIV/AIDS, and to analyse and discuss the theoretical and practical aspects of this work. After analysing the current situation on HIV/AIDS in Russia and Belarus, I use this series entitled The Three Amigos as an example of health communication that works, and therefore, should be accessible to more viewers. The thesis is organised into three chapters. Following a general introduction, Chapter 1 discusses health communication, presents statistics on HIV/AIDS in Russia and Belarus, and provides an example of health communication that fulfills its functions – public service announcements on HIV/AIDS prevention in the form of The Three Amigos. Chapter 2 discusses the necessity of subtitling for the target audience, and emphasises the fact that people with hearing impairment need special subtitles that differ from the ones that are suitable for viewers without hearing impairment. Chapter 3 contains the analysis of the subtitles for the deaf and hard of hearing that I created for this project. Finally, the conclusion summarises the findings of this research, and addresses possible directions for future projects on this topic.
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Fernandes, Maria Manuela. "A model for optimising subtitles for deaf and hard-of-hearing television viewers in South Africa / Maria Manuela Fernandes." Thesis, North-West University, 2003. http://hdl.handle.net/10394/2441.

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Kalantzi, Dimitra. "Subtitling for the deaf and hard of hearing : a corpus-based methodology for the analysis of subtitles with a focus on segmentation and deletion." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493889.

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Subtitling for the D/deaf and HoH (SDH) is an invaluable service to millions of D/deaf and HoH viewers providing them with access to audiovisual media broadcast on television and increasingly in cinemas, DVDs and on the Internet. It is also a clear example of an AVT activity where the requirement to know and understand the intended addressee, a requirement present in all types of translation, is all-important. Or is it? Subtitles today still purport to be suitable for all, when by all accounts not only are the D/deaf and HoH two different groups, but what is more important within each group members differ not only in outlook, but also in language and communication needs. The time now seems opportune to answer crucial questions and identify the addressees and their needs/preferences. In order to provide an adequate reply to such questions, a tripartite large-scale research plan is deemed essential. This would combine i) corpus-based research describing current subtitle output with ii) empirical research into the needs and preferences of D/deaf and HoH people and iii) compare both with existing guidelines and update them as necessary.
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Sala, Robert Èlia. "Creactive subtitles: subtitling for ALL." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/398140.

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L’objectiu d’aquesta tesi és contribuir a la pràctica i la teoria de la subtitulació per a persones sordes (SPS), més concretament, per a nens i nenes sords. Després de l’anàlisi de les pràctiques de subtitulació actuals, en què es detecten força casos d’incoherència a l’hora de representar els elements no verbals (efectes sonors, informació paralingüística i música), aquesta recerca fa un pas endavant i proposa un nou codi de subtitulació accessible adreçat als més petits: els subtítols creactius. Aquests subtítols presenten la informació no verbal de manera visual, mitjançant l’ús de les convencions del llenguatge dels còmics. Són una proposta innovadora que canvia, ja d’inici, la manera d’entendre la subtitulació i la concep com un vestit a mida confeccionat d’acord amb les necessitats específiques de la discapacitat sensorial dels nens i nenes sords. S’ha dut a terme un estudi de cas per provar-ne la seva eficàcia amb l’audiència i, segons els resultats obtinguts, les característiques intrínseques dels subtítols creactius —dinamisme, creativitat i animació— no només han afavorit una bona rebuda entre els nenes i nenes sords, sinó també entre els oients. Per tant, els subtítols creactius són subtítols inclusius, subtítols per a tothom.<br>This thesis contributes to the theory and practice of subtitling for the deaf and the hard-of-hearing (SDH), especially for deaf children. After the analysis of current SDH practices, in which inconsistency has been found quite regularly in the conveyance of non-verbal elements (sound effects, paralinguistic features and music), the research in hand steps forward and suggests a completely newly designed subtitling code targeted at younger audiences: creactive subtitles. Creactive subtitles present the non-verbal information visually, by means of comics’ language conventions. They are an innovative proposal that changes the manner subtitles have been commonly conceived, since they are tailor-made according to the particular needs resulting from deaf children’s sensory disability. In a case study, creactive subtitles have been tested with their intended audience. As the results show, their intrinsic characteristics, i.e. dynamism, creativity and animated style, have contributed to the great reception they got not only from deaf children but also from their hearing peers. Therefore, creactive subtitles are inclusive subtitles, subtitles for all.
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Bevilacqua, Anna. "[LAUGHING HYSTERICALLY]: The Struggle of Translating Sound Effects, Paralanguage and Music in SDH." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021.

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In recent years, with the diffusion of streaming platforms and the growing offer of audiovisual products, media accessibility is back in the spotlight. The d/Deaf and hard of hearing audience needs specific tools such as SDH to fully enjoy films and TV series. Indeed, the rendering of the specific labels describing sound effects, music, paralanguage contained in SDH is the focus of this dissertation. The aims of this work are firstly to raise awareness of the needs of the d/Deaf and HoH audience; secondly, to provide a complete review of sound effects, paralanguage and music in SDH both in the academic and professional world; thirdly, to observe the practical actions of translators faced with the challenge of interlingually translate these elements from English into Italian with a master template. Going into detail, the dissertation is composed of four chapters. The first chapter covers the general aspects of AVT and accessibility, including accessibility legislation in some selected States, and illustrates some ongoing controversies regarding the needs of d/Deaf and hard of hearing audience, like the preference for SDH vs. Sign Language. The second chapter focuses on intersemiotic labels (e.g. [grunting]), starting with a review of academic and professional norms, then giving a detailed overview of each element (i.e. sound effects, music, paralanguage), with a dedicated chapter on the issues of interlingually translating these phenomena into SDH. The third chapter, after a brief overview of corpus studies and AVT, presents the corpora built with the SDH of a known streaming platform (especially a parallel corpus of aligned EN>IT SDH), the methodology of the case study, the software used (Sketch Engine) and the queries performed. Finally, the fourth chapter contains the results and discussion of the case study, mainly consisting in a qualitative analysis of specific translational EN>IT strategies based on the concordance lines pertaining to the parallel corpus.
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Nascimento, Ana Katarinna Pessoa do. "Convencionalidade nas legendas de efeitos sonoros na legendagem para surdos e ensurdecidos (LSE)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-31072018-164135/.

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O som no cinema gera expectativas, guia o espectador através das imagens e molda a recepção das cenas (BORDWELL; THOMPSON, 2008). Para que o espectador surdo ou ensurdecido tenha acesso a esse input ao assistir a uma produção audiovisual, a legenda para surdos e ensurdecidos (LSE) traduz os efeitos sonoros dos filmes (ARAÚJO, 2004). Em busca de um modelo de LSE que supra as necessidades do público alvo, foi realizada uma pesquisa com 34 surdos brasileiros (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). Os resultados sugeriram que as traduções existentes analisadas de efeitos sonoros confundiam o espectador ou não acrescentavam informações relevantes. Levando em consideração a importância do som no cinema, realizou-se uma pesquisa para observar como essas traduções ocorriam em três filmes brasileiros comercializados em DVD (NASCIMENTO, 2013). Os resultados mostraram que a maioria dos efeitos sonoros encontrados nos filmes da pesquisa foram legendados sem uma preocupação aparente de ligar o som à sua significação na trama. Assim, com o propósito de auxiliar os legendistas nessas traduções, esta pesquisa tem como objetivo principal convencionar legendas para efeitos sonoros, além de estabelecer algumas diretrizes para a tarefa de traduzir sons em palavras. Acredita-se, ainda, que o processo de padronização das legendas também tornaria mais acessível as legendas em língua portuguesa para o público-alvo, pois unidades convencionadas são lidas de forma mais rápida (WOOD, 2015). Para isso, foi coletado um corpus comparável que foi analisado com o auxílio do software WordSmith Tools. Para facilitar as análises com o software, as legendas dos filmes foram etiquetadas a partir de categorias de proveniência do som. Para os ruídos, apresentamse as seguintes etiquetas: sons produzidos pelo homem, sons produzidos por objeto, sons produzidos por animais, sons produzidos pela natureza, sons ficcionais e silêncio. Para as músicas, as etiquetas são: música de fosso e música de tela. Essas etiquetas foram utilizadas como nódulos de busca e possibilitaram encontrar relevantes dados numéricos, tais como as categorias mais frequentemente legendadas no corpus: sons produzidos pelo homem e música de fosso. Portanto, esses são os sons cujas traduções foram convencionadas nessa pesquisa.<br>The sound in the cinema creates expectations, guides the spectator through images, and shapes the reception of scenes (BORDWELL; THOMPSON, 2008). So that deaf and hard of hearing public may have access to this input when watching an audiovisual production, the subtitle for the deaf and hard of hearing (SDH) translates the movies sound effects (ARAÚJO, 2004). In search for a SDH model that meets the spectators needs, a research has been conducted with 34 Brazilians deaf subjects (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). The results suggested that the existent sound effects translations would mislead the spectator or would not contribute with relevant information. Taking into account the importance of the sound in the cinema, another research has been conduct in order to analyze how translations of sound effect were made in three commercialized DVDs in Brazil (NASCIMENTO, 2013). The results showed that most sound effects in the films were translated without connecting them to their meanings within the movie plot. Thus, in order to help translators with these translations, this researchs main objective is to conventionalize sound effects subtitles and stablish some guidelines to the sound into words task. Furthermore, it is believed that conventionalizing subtitles could render them more accessible as conventionalized units are read faster than non-conventionalized (WOOD, 2015). Therefore, a comparable corpus was collected and analyzed by means of WordSmith Tools software. In order to render the analysis simpler, the corpus was tagged following categories defined by the sound provenience. The following tags were applied to noise: sound produced by men, sound produced by objects, sound produced by nature, sound produced by animals, fictional sounds and silence. To music, the tags were background music and screen music. These tags were used as search words and rendered possible find relevant data, such as the most frequently translated categories within the corpus, which are: sounds produced by men and background music. Therefore, these are the sound categories whose translations were conventionalized in this research.
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De, Linde Zoe Claire. "Linguistic and visual complexity of televison subtitles." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360026.

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Lin, Pamela. "Reading interventions for Deaf and Hard of Hearing students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591604.

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<p>The application of teacher consultation to improve reading comprehension outcomes for Deaf and Hard of Hearing (DHH) students in a high school setting was investigated. Due to the low-incidence nature of the disability, a multiple baseline study was implemented to monitor DHH students' responses to the interventions teachers generated from teacher consultation sessions. The AIMSweb MAZE measures were used to inform teacher consultation sessions by documenting changes in DHH student performance within the area of comprehension. A visual analysis of DHH students' progress monitoring data prior to and during intervention implementation suggested that teacher consultation led to improved comprehension outcomes due to a positive intervention effect among three DHH students and one teacher of the Deaf. Teachers reported that the use of progress monitoring was beneficial because it allowed them to adapt their instructional delivery based on what their DHH students needed. </p>
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Neves, Josélia. "Audiovisual translation subtitling for the deaf and hard-of-hearing /." [S.l.] : [s.n.], 2005. http://roehampton.openrepository.com/roehampton/bitstream/10142/12580/1/neves%20audiovisual.pdf.

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Books on the topic "Subtitles for the Deaf and Hard of Hearing"

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Matamala, Anna. Listening to subtitles: Subtitles for the deaf and hard of hearing. Peter Lang, 2010.

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Deaf and hard of hearing. Mason Crest, 2015.

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Sandra Wright Sutherland, PhD, CED, ATP. Deaf and Hard of Hearing Itinerant Consultation Guide: Understanding Education of Deaf and Hard of Hearing Children. Iris Press (West), 2018.

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Joffe, Arlynn. Clubs of deaf and hard of hearing people. National Information Center on Deafness, 1993.

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Jacques, Tabitha. Sonic chromatic: Deaf & hard of hearing artists show 2009. Tamarind Art Council, 2009.

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Lewis, Laurie. Deaf and hard of hearing students in postsecondary education. National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Administration, United States Fire. Fire risks for the deaf or hard of hearing. The Administration, 1999.

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N, Kluwin Thomas, ed. Teaching deaf and hard of hearing students: Content, strategies, and curriculum. Allyn and Bacon, 2001.

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Putz, Karen. The passionate lives of deaf and hard of hearing people. Barefoot Publications, 2013.

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Easterbrooks, Susan R. Literacy instruction for students who are deaf and hard of hearing. Oxford University Press, 2013.

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Book chapters on the topic "Subtitles for the Deaf and Hard of Hearing"

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Romero-Fresco, Pablo. "Reception studies in live and pre-recorded subtitles for the deaf and hard of hearing." In Reception Studies and Audiovisual Translation. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/btl.141.11rom.

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Kushalnagar, Raja, and Kesavan Kushalnagar. "SubtitleFormatter: Making Subtitles Easier to Read for Deaf and Hard of Hearing Viewers on Personal Devices." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_35.

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Szarkowski, Amy. "Deaf and Hard of Hearing." In Practical Psychology in Medical Rehabilitation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34034-0_17.

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Lomas, Gabriel I., Jean F. Andrews, and Pamela C. Shaw. "Deaf and Hard of Hearing Students." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-28.

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Kushalnagar, Raja S., Poorna Kushalnagar, and Fadi Haddad. "SingleScreenFocus for Deaf and Hard of Hearing Students." In Lecture Notes in Computer Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41267-2_61.

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Romero-Fresco, Pablo. "Subtitling for the deaf and hard of hearing." In Routledge Encyclopedia of Translation Studies, 3rd ed. Routledge, 2019. http://dx.doi.org/10.4324/9781315678627-117.

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Neves, Josélia. "Interlingual Subtitling for the Deaf and Hard-of-Hearing." In Audiovisual Translation. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234581_12.

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Szarkowska, Agnieszka. "Subtitling for the Deaf and the Hard of Hearing." In The Palgrave Handbook of Audiovisual Translation and Media Accessibility. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42105-2_13.

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Bothe, Hans-Heinrich. "Deaf and Hard of Hearing People: Electronic Communication Aids." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11788713_85.

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Metz, Kurt, Margery Miller, and Tania N. Thomas-Presswood. "Assessing Children Who Are Deaf or Hard of Hearing." In Best Practices in School Neuropsychology. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch17.

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Conference papers on the topic "Subtitles for the Deaf and Hard of Hearing"

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Glasser, Abraham, Vaishnavi Mande, and Matt Huenerfauth. "Accessibility for Deaf and Hard of Hearing Users." In CUI '20: 2nd Conference on Conversational User Interfaces. ACM, 2020. http://dx.doi.org/10.1145/3405755.3406158.

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Vogler, Christian. "Session details: Deaf and Hard of Hearing Users." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2016. http://dx.doi.org/10.1145/3254064.

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Mikhailova, Nadezhda F. "Psychological Adaptation Of Deaf And Hard-Of-Hearing Students." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.52.

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Tapu, Ruxandra, Bogdan Mocanu, and Titus Zaharia. "Dynamic Subtitles: A Multimodal Video Accessibility Enhancement Dedicated to Deaf and Hearing Impaired Users." In 2019 IEEE/CVF International Conference on Computer Vision Workshop (ICCVW). IEEE, 2019. http://dx.doi.org/10.1109/iccvw.2019.00313.

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Shirley, Ben, James Thomas, and Paul Roche. "VoIPText: Voice chat for deaf and hard of hearing people." In 2012 IEEE Second International Conference on Consumer Electronics - Berlin (ICCE-Berlin). IEEE, 2012. http://dx.doi.org/10.1109/icce-berlin.2012.6336486.

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Matsuda, Akira, Midori Sugaya, and Hiroyuki Nakamura. "Luminous device for the deaf and hard of hearing people." In HAI '14: The Second International Conference on Human-Agent Interaction. ACM, 2014. http://dx.doi.org/10.1145/2658861.2658922.

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Silbenberg, Claudia. "MAKING ENGLISH ACCESSIBLE TO DEAF AND HARD OF HEARING STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0501.

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Glasser, Abraham, Kesavan Kushalnagar, and Raja Kushalnagar. "Deaf, Hard of Hearing, and Hearing Perspectives on Using Automatic Speech Recognition in Conversation." In ASSETS '17: The 19th International ACM SIGACCESS Conference on Computers and Accessibility. ACM, 2017. http://dx.doi.org/10.1145/3132525.3134781.

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Jeyalakshmi, C., V. Krishnamurthi., and A. Revathy. "Transcribing deaf and hard of hearing speech using Hidden markov model." In 2011 International Conference on Signal Processing, Communication, Computing and Networking Technologies (ICSCCN). IEEE, 2011. http://dx.doi.org/10.1109/icsccn.2011.6024569.

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Kareva, Viktoria, Alena Nevolina, Viktor Koksharov, et al. "TEACHING EFL TO DEAF AND HARD OF HEARING STUDENTS: AN OVERVIEW." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1202.

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Reports on the topic "Subtitles for the Deaf and Hard of Hearing"

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Charlton, N., M. Gasson, G. Gybels, M. Spanner, and A. van. User Requirements for the Session Initiation Protocol (SIP) in Support of Deaf, Hard of Hearing and Speech-impaired Individuals. RFC Editor, 2002. http://dx.doi.org/10.17487/rfc3351.

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Service Provision to Children Who Are Deaf and Hard of Hearing, Birth to 36 Months. American Speech-Language-Hearing Association, 2008. http://dx.doi.org/10.1044/policy.tr2008-00301.

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Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention Following Confirmation That a Child Is Deaf or Hard of Hearing. American Speech-Language-Hearing Association, 2013. http://dx.doi.org/10.1044/policy.et2013-00339.

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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.gl2004-00202.

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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.ps2004-00232.

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Roles of Speech-Language Pathologists and Teachers of Children Who Are Deaf and Hard of Hearing in the Development of Communicative and Linguistic Competence. American Speech-Language-Hearing Association, 2004. http://dx.doi.org/10.1044/policy.tr2004-00256.

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