Nakajima, S. et al.

Development Report:

The Possibility and Challenges for Deaf-Blind Individuals

to Enjoy Films in Theater
Sawako Nakajima∗1 , Naoyuki Okochi∗2 , Naoko Iizumi∗3 , Motohiko Tsuru∗4 ,
Kazutaka Mitobe∗1 , and Tetsujiro Yamagami∗5
∗1 Graduate School of Engineering Science, Akita University
1-1 Tegatagakuen-machi, Akita-city, Akita 010-8502, Japan
∗2 Research Center for Advanced Science and Technology, The University of Tokyo

4-6-1 Komaba, Meguro-ku, Tokyo 153-8904, Japan

∗3 Department of Advanced Studies in Anthropology, National Museum of Ethnology

10-1 Senri Expo Park, Suita, Osaka 565-8511, Japan

∗4 Social Welfare Corporation, Yuukari

1005 Okanohara-cho, Kagoshima-city, Kagoshima 891-1201, Japan

∗5 Media Access Support Center, NPO

2-9-1 Chuo, Nakano-ku, Tokyo 164-0011, Japan

E-mail: nakajima@ie.akita-u.ac.jp
[Received May 20, 2016; accepted December 12, 2016]

In recent times, the use of subtitles and audio descrip-
tions 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 monitor-
ing devices, headphones, or other conventional video
or audio equipment. Furthermore, 50% were able
to use either subtitles or audio descriptions. Regard-
less of their impairment conditions, participants re-
sponded 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., “shar-
ing an opportunity and communication with others.”
Keywords: people with visual and hearing impairments,
deaf-blindness, watching films, leisure, information sup-
port
1. Background
Currently in Japan, the number of deaf-blind individu-
als who have a physical disability certificate for both vi-
sual and hearing disabilities is approximately 14,000 [1].
Twenty-five years have passed since social support was
provided to deaf-blind individuals. Act on Compre-
hensive Support for Persons with Disabilities of April
2013 legally provided new welfare measures for deaf-
blind individuals, including the necessity for interpreters
and caregivers. Through the process, the living condi-
tions of deaf-blind individuals are better understood, e.g.,
these individuals rarely leave home. There are challenges
for deaf-blind individuals to participate socially, and the
ability to socialize ensures a wholesome and cultured
life [1, 2]. However, most of the leisure and art works
are interpreted by visual and hearing perception. Thus,
deaf-blind individuals have been discouraged to appreci-
ate leisure and arts. Prior studies include a case study on
education for deaf-blind individuals [3] and basic research
on brain function of tactile language communication [4].
Support technologies for deaf-blind individuals include
the study and development of communication support [5];
a robot with mechanical fingerspelling hands [6]; a glove
translating the alphabet Lorm [7]; Braille pin displays
and finger Braille interface using vibration motors and
piezoelectric actuators [8–10]; and an application soft-
ware conveying Braille using the touchscreen and vibra-
tion on a versatile mobile terminal [11]. There are also
non-verbal communication support devices, such as back-
channel feedback vibration devices to support dialogue
for deaf-blind individuals [12], and a device that facili-
tates remote interpersonal communication with touch by
converting hand pressure into vibrational intensity [13].
In the field of broadcasting, a system to provide real time
information by closed captioning of news and drama us-
ing Braille or a finger Braille interface has been devel-
oped [14]. For support of daily living, there are transit
support devices [15, 16], a human position information

350 Journal of Advanced Computational Intelligence Vol.21 No.2, 2017

and Intelligent Informatics

presentation device [17], and a haptic alarm clock [18].
However, there are few studies that include support for
deaf-blind individuals to enjoy leisure, such as a singing
training device [19].
Focusing on individuals with a single visual or hearing
impairments, the authors have investigated actual condi-
tions of watching films in the theater [20, 21]. People
with visual and hearing impairments may have a desire
to watch films just as those without visual or hearing im-
pairments. We concluded that individuals with visual and
hearing impairments can enjoy films if improved subti-
tles and audio descriptions are developed [22]. Not only
watching and listening environments for those with visual
or hearing impairments have been developed, but also the
effectiveness has been measured and evaluated [23, 24].
In addition, development of a conveyance method of non-
verbal information, such as voice volume and intonation,
which are difficult to convey verbally [25], and the prac-
tical use of the technologies to present subtitles and audio
descriptions in the theater [26]. However, support for in-
dividuals with visual and hearing impairments to watch
films has not been provided. The combination of deaf-
ness and blindness is uniquely different from a single im-
pairment [2], and requires that the communication method
be chosen to meet the specific needs of the individual.
For example, finger Braille, Braille, tactile sign language,
partially sighted sign language, mechanical fingerspelling
hands, handwriting, writing, and voice [1]. Complexity
and modality vary depending on the onset and the impair-
ment [27]. It can be difficult to provide appropriate sup-
port for deaf-blind individuals. We believe that the abil-
ity of deaf-blind individuals to watch a film in a theater
will provide a range of leisure activities and an opportu-
nity to facilitate social participation. First, we will discuss
the possibilities and challenges for deaf-blind individuals
to watch films in the theater. We previously conducted a
film screening with a Japanese film of 105 minutes and
a non-Japanese film (Korean film with a theme of deaf-
blind) of 87 minutes. Both films had subtitles and audio
descriptions. We built a facility in a theater for deaf-blind
individuals to watch films in the theater. We interviewed
participants after the film session. We evaluated and an-
alyzed the conditions as participants watched a film, how
they obtained information as they watched the film, and
their reactions to the film-watching experience.
2. Research Targeting the Deaf-Blind
2.1. Method
2.1.1. Participants in Research
A total of 26 people who were deaf-blind (16 males and
10 females) participated in the screening sessions and our
research. Their average age was 56.3 (standard deviation
12.1). Self-reports describing their impairment revealed
the following four groups: seven individuals who were
completely deaf and blind (completely deaf-blind group);
nine individuals who had partial sight and were deaf (par-
Vol.21 No.2, 2017 Journal of Advanced Computational Intelligence
and Intelligent Informatics
The Challenges for Deaf-Blind Individuals to Enjoy Films
tially sighted and deaf group); five who were blind with
hard of hearing (blind and hard of hearing group); and
five who had partial sight and hard of hearing (partially
sighted and hard of hearing group).
2.1.2. Films Watched
We conducted our research in a condition with mini-
mum stress. We chose two films that we thought the par-
ticipants would be interested in, and asked them to choose
the film they wanted to watch. This choice allowed the
participants to maintain their motivation for watching the
film. We evaluated the participants’ reactions to the film-
watching experience. To avoid differences between films
in terms of the information acquisition method used by
participants, we chose the following two films which had
comparatively standard amounts of subtitles and audio de-
scriptions.
• “Planet of Snail” (Korean documentary film; approx-
imately 87 minutes; Director, Seung-jun Yi; Pro-
vision, Siglo; Distribution, Media Access Support
Center).
• “Dolphin Blue, Fuji, to the Sky Again” (Japanese
film; approximately 105 minutes; Director, Tetsu
Maeda; Production, “Dolphin Blue” Production
Committee).
Both films provided subtitles (for talking as well as en-
vironmental sounds, sound effects, and music) for peo-
ple with hearing impairment and audio descriptions for
the visually impaired. Participants chose the film(s) they
wanted to watch: 12 participants watched “Planet of
Snail,” 17 chose “Dolphin Blue,” and three watched both
films.
2.1.3. Building an Environment for Watching the Film
(1) Selection and setting of information acquisition
method
After arriving at the site, the participants selected their
seat, with help from the interpreting helper and the screen-
ing session staff. After sitting, they selected the informa-
tion acquisition method for watching the film from among
the following three methods:
• Interpretation by an interpreting helper
• Use of auxiliary video and sound equipment, such as
individual monitoring devices and headphones
• Watching with their own vision and hearing
Based on the selected method, we connected and set up
the auxiliary video and sound equipment, and adjusted the
outputs.
(2) Adjustment of seat position and provision of auxil-
iary table
351