There are at least two kinds of access through captions which play an important part in learning. First, in the classroom, there is what I call primary access to science films through either open or closed captions. Captioned films are much easier to obtain today and many commercial publishers offer captioned versions of their educational media. Second, there are many improved opportunities for what I call incidental learning of science, through closed captioned television shows, for example. Science-related films are frequently seen on regular broadcast and cable television channels and the opportunity for deaf students to learn science, as well as English language skills, through informal viewing shows great promise.
Computer software is available for custom captioning as well.
One of the principal research concerns at this time includes the effect on learning when verbatim or edited captions are used. Both high and low reading groups benefited from instruction when the captions were on an 8th grade level, while only the high reading group benefited from the 11th-grade level captions. This study shows how the development of technology along with a sound educational research program may lead to optimal teaching and learning strategies. Computer software for direct instruction of deaf students in science is being experimented with across the country. This overcomes problems of cost and lead time which have formerly discouraged teachers from pursuing computer technology for direct instruction or tutoring.