Audio description is considered a relatively new research field, and in South Africa it is not yet being used extensively to make visual channels accessible to blind audiences. Therefore research in this field is necessary. The literature review of this study shows that very little empirical research has been done where real audiences were tested. This study set out to test the impact of audio described film on the transportation, identification and comprehension of real audiences. The focus was on mise-en-shot elements specifically and the impact they have on the transportation, identification and comprehension of audiences. A thorough analysis of the two scenes and their audio descriptions showed that in the audio description the emphasis tends to be on the visual elements and not on the way these elements are presented (which forms part of mise-en-shot elements). The way the film is showed to the audience contributes to the film‟s meaning and the director often shows the film to the audience in a specific way to reach a certain effect or feeling in the film. If these mise-en-shot elements are not presented in the audio description of the film it, the blind audience cannot be expected to experience an equivalent effect to that of the sighted audience. In order to test the impact of mise-en-shot elements a methodology based on Bortolussi and Dixon‟s (2010) Psyconarratology was used. Immersion and transportation studies (Green and Brock, 2000 and Tal-Or & Cohen, 2010) were used to develop an experiment for the study. Two groups of respondents were tested by exposing one group to all the available channels of the film and another to only the audio description and soundtrack. The initial hypothesis of this study was that the audience exposed to the audio description and soundtrack of the film would experience less transportation, identification and comprehension due to the loss of mise-en-shot elements in the film. By using T-tests and qualitative comparisons of the responses it was found that the lack of mise-en-shot elements in the film had no statistically significant impact on the transportation of the audience. Furthermore it was found that the lack of mise-en-shot elements has an impact on the identification of the audience. The group that had access to all the channels were more able to identify with the characters. In terms of comprehension it was discovered that there were bigger differences between the two groups in the scenes were the director relied on the visual elements of the film. Thus there are opportunities for further research pertaining to the identification of the audience. Furthermore it is recommended that further research be done to include other film genres as well as alternative ways of doing audio description. South Africa as well as other countries can gain tremendously from the use of audio description to make visual channels accessible to blind audiences. To reach such a goal further research is needed in the field, not only to master the art of audio describing but to also create awareness for this aid. / Thesis (MA (Language Practice))--North-West University, Vaal Triangle Campus, 2013

Audio description is considered a relatively new research field, and in South Africa it is not yet being used extensively to make visual channels accessible to blind audiences. Therefore research in this field is necessary. The literature review of this study shows that very little empirical research has been done where real audiences were tested. This study set out to test the impact of audio described film on the transportation, identification and comprehension of real audiences. The focus was on mise-en-shot elements specifically and the impact they have on the transportation, identification and comprehension of audiences. A thorough analysis of the two scenes and their audio descriptions showed that in the audio description the emphasis tends to be on the visual elements and not on the way these elements are presented (which forms part of mise-en-shot elements). The way the film is showed to the audience contributes to the film‟s meaning and the director often shows the film to the audience in a specific way to reach a certain effect or feeling in the film. If these mise-en-shot elements are not presented in the audio description of the film it, the blind audience cannot be expected to experience an equivalent effect to that of the sighted audience. In order to test the impact of mise-en-shot elements a methodology based on Bortolussi and Dixon‟s (2010) Psyconarratology was used. Immersion and transportation studies (Green and Brock, 2000 and Tal-Or & Cohen, 2010) were used to develop an experiment for the study. Two groups of respondents were tested by exposing one group to all the available channels of the film and another to only the audio description and soundtrack. The initial hypothesis of this study was that the audience exposed to the audio description and soundtrack of the film would experience less transportation, identification and comprehension due to the loss of mise-en-shot elements in the film. By using T-tests and qualitative comparisons of the responses it was found that the lack of mise-en-shot elements in the film had no statistically significant impact on the transportation of the audience. Furthermore it was found that the lack of mise-en-shot elements has an impact on the identification of the audience. The group that had access to all the channels were more able to identify with the characters. In terms of comprehension it was discovered that there were bigger differences between the two groups in the scenes were the director relied on the visual elements of the film. Thus there are opportunities for further research pertaining to the identification of the audience. Furthermore it is recommended that further research be done to include other film genres as well as alternative ways of doing audio description. South Africa as well as other countries can gain tremendously from the use of audio description to make visual channels accessible to blind audiences. To reach such a goal further research is needed in the field, not only to master the art of audio describing but to also create awareness for this aid. / Thesis (MA (Language Practice))--North-West University, Vaal Triangle Campus, 2013

abstract: Typically, the complete loss or severe impairment of a sense such as vision and/or hearing is compensated through sensory substitution, i.e., the use of an alternative sense for receiving the same information. For individuals who are blind or visually impaired, the alternative senses have predominantly been hearing and touch. For movies, visual content has been made accessible to visually impaired viewers through audio descriptions -- an additional narration that describes scenes, the characters involved and other pertinent details. However, as audio descriptions should not overlap with dialogue, sound effects and musical scores, there is limited time to convey information, often resulting in stunted and abridged descriptions that leave out many important visual cues and concepts. This work proposes a promising multimodal approach to sensory substitution for movies by providing complementary information through haptics, pertaining to the positions and movements of actors, in addition to a film's audio description and audio content. In a ten-minute presentation of five movie clips to ten individuals who were visually impaired or blind, the novel methodology was found to provide an almost two time increase in the perception of actors' movements in scenes. Moreover, participants appreciated and found useful the overall concept of providing a visual perspective to film through haptics. / Dissertation/Thesis / M.S. Computer Science 2011

Submitted by Clebson Anjos (clebson.leandro54@gmail.com) on 2016-02-16T19:23:12Z No. of bitstreams: 1 arquivototal.pdf: 8087230 bytes, checksum: b344f6bdb013a0e5a241b29e71240ea8 (MD5) / Made available in DSpace on 2016-02-16T19:23:12Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 8087230 bytes, checksum: b344f6bdb013a0e5a241b29e71240ea8 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Audio description (AD) is a fundamental accessibility feature for blind or low vision people. However, this feature is not used widely due to the high cost and time involved in its development. This paper presents a solution for automatic generation of audio description, called CineAD. The solution detects gaps in speech and generates these descriptions from the analysis of the original script and subtitles. Alternatively, the solution can be incorporated into a speech synthesis tool or used by a professional. To evaluate the solution, we developed a set of experiments with blind users and audio description specialists. The results show that the proposed solution is able to generate descriptions of the most important events of the film, reducing the barriers of blind people to access cinema. / A audiodescrição (AD) é um recurso de acessibilidade fundamental para que pessoas cegas ou com baixa visão possam ter acesso ao cinema. Entretanto, este recurso não é utilizado amplamente devido ao alto custo e tempo envolvidos na elaboração da audiodescrição. Este trabalho apresenta uma solução de geração automática de roteiros de audiodescrição de filmes, denominada CineAD. A solução detecta os intervalos entre as falas do filme candidatos a receber a AD, e gera essas descrições a partir da análise do roteiro original e da legenda. De forma alternativa, a solução pode ser incorporada a uma ferramenta de sintetização de voz ou utilizada por um audiodescritor para a criação do áudio com as descrições. Para avaliar a solução, foi desenvolvido um conjunto de experimentos com usuários cegos e audiodescritores. Os resultados mostraram que a solução proposta tem potencial para gerar as descrições dos eventos mais importantes do filme e, desta forma, reduzir as barreiras de acesso ao cinema que as pessoas com deficiência visual enfrentam.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-17T17:44:31Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Vergara-Nunes-tese.pdf: 4912999 bytes, checksum: cc0ca6248d4303d00396fff2c4a68000 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-17T17:44:48Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Vergara-Nunes-tese.pdf: 4912999 bytes, checksum: cc0ca6248d4303d00396fff2c4a68000 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-17T17:45:00Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Vergara-Nunes-tese.pdf: 4912999 bytes, checksum: cc0ca6248d4303d00396fff2c4a68000 (MD5) / Made available in DSpace on 2016-08-17T17:45:11Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Vergara-Nunes-tese.pdf: 4912999 bytes, checksum: cc0ca6248d4303d00396fff2c4a68000 (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Na atual sociedade do conhecimento, em que as imagens passaram a ocupar um lugar privilegiado na disseminação do conhecimento, com recursos de visualização cada vez mais presentes, é necessário encontrar um caminho de inclusão para os cidadãos cegos, a fim de que possam exercer seu direito de conhecer e apreender a realidade. Em um país onde cerca de 19% da população tem deficiência visual, com mais de 543 mil pessoas cegas, o acesso a esse tipo de material visual fica bastante prejudicado se não forem adotados recursos de acessibilidade adequados. A tecnologia assistiva chamada audiodescrição apresenta-se como possibilidade para esse acesso. Esta pesquisa, sob a ótica da teoria da enação e da externalização do conhecimento, busca verificar se tais recursos de acessibilidade são capazes de dar a esses aprendizes condições para apreenderem os conteúdos visuais e compartilharem o conhecimento neles veiculados, no contexto de aprendizagem. Com uma pesquisa qualitativa, interpretativista, valoriza-se a experiência e a subjetividade dos sujeitos, que poderão oferecer subsídios suficientes para que sejam elaboradas recomendações para apresentação de material de visualização do conhecimento para o aprendizado compartilhado com pessoas cegas. Com a questão de pesquisa “Como deve caracterizar-se a audiodescrição dos materiais escolares que permita ao aprendiz cego o acesso ao conteúdo didático visual no contexto de sala de aula?”, propõe-se um conjunto de recomendações para a elaboração de roteiros de audiodescrição com fins didáticos de imagens que veiculam conhecimento, para aprendizes cegos, com a intenção de possibilitar o aprendizado compartilhado desses sujeitos. Percebeu-se que a audiodescrição didática, utilizada com a intenção de auxiliar o aluno a aprender um conteúdo a partir de uma imagem, vai além da mera tradução visual objetiva dessa imagem; abandona a linguagem pretensamente neutra e assume seu papel de ferramenta de ensino nas mãos do professor audiodescritor, torna-se, ela mesma, um recurso didático não limitado à ferramenta intermediadora. / In today's society of knowledge, in which images came to occupy a privileged place in the dissemination of knowledge, with visualization resources increasingly present, it is necessary to find a way of inclusion for blind people so that they can exercise their right to know and grasp reality. In a country with about 19% of its population being visually impaired, more than 543,000 blind people, the access to this kind of visual material suffers great loss if adequate accessibility features are not adopted. An assistive technology called audio description is presented as one of the possibilities for such an access. This research, from the perspective of the theory of enaction and externalization of knowledge, aims to find whether these accessibility features are able to give these learners conditions to grasp the visual content and share of the knowledge served in them in the learning context. With qualitative research, interpretivist, we value the experience and the subjectivity of the subject, which may provide enough information for the drawing up of recommendations for the presentation of material for visualizing knowledge towards learning when shared with blind people. With the research question "How should one characterize audio description of school material that allows the blind learner to access visual educational content in the classroom context?" We propose a set of recommendations for the development of audio description scripts with didactic purposes of images that convey knowledge to blind learners, with the intention of enabling shared learning to these subjects. It was noticed that the didactic audio description used with the intention of helping students to learn content from an image, going beyond mere objective visual translation of this image; abandons the supposedly neutral language and assume its role as a teaching tool in the hands of the teacher-audio descriptor becomes itself a teaching resource not limited to mediating tool.

A presente Tese de doutorado aborda a audiodescrição na mediação do processo de ensino e aprendizagem de alunos com deficiência visual na disciplina de Geografia, no Ensino Médio do Colégio de Aplicação da Universidade Federal do Maranhão (COLUN/UFMA). A audiodescrição é definida como um modo de tradução audiovisual intersemiótico, em que o signo visual é transposto para o signo verbal. O problema de pesquisa buscou compreender de que forma a audiodescrição, media a apropriação de conceitos científicos de Geografia por alunos com deficiência visual no Ensino Médio. Uma vez que tem aumentado o número de matrículas de alunos com deficiência visual na educação básica, há a necessidade de se criar alternativas e estratégias pedagógicas diferenciadas, principalmente para os componentes curriculares que se utilizam predominantemente de recursos visuais, como é o caso da Geografia. A pesquisa foi de cunho qualitativo, do tipo pesquisa-ação, na qual participaram dois alunos com deficiência visual, cinco alunos sem deficiência visual e um professor de Geografia, os quais passaram por um processo de estudos e construção coletiva dos conteúdos de Geografia com audiodescrição. Fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontece individualmente, mas por meio da interação social. As principais etapas foram: a) realização de estudos dirigidos, em que visou-se compreender o potencial e as limitações da audiodescrição nos conteúdos curriculares de Geografia; b) Planejamento colaborativo do professor, junto aos alunos para atender as necessidade de formação docente, bem como compreender as necessidades dos alunos com deficiência visual; c) O uso e a aplicação da audiodescrição nas aulas e por fim, a análise e discussão dos dados coletados. Os resultados apontaram que a inserção da audiodescrição nos conteúdos de Geografia, proporcionou uma apropriação mais qualificada dos conceitos científicos pelos alunos com deficiência visual, permitindo entre outras questões a equiparação de oportunidades educacionais, o acesso ao mundo dos conteúdos imagéticos e a eliminação de barreiras comunicacionais entre os participantes. / This doctoral dissertation addresses audio description in mediating the teaching and learning process of visually impaired Geography students at the Colégio de Aplicação High School of the Federal University of Maranhão (COLUN/UFMA). Audio description is defined as an intersemiotic audiovisual translation in which the visual signal is exchanged for a verbal one. The research problem sought to understand how audio description mediates the appropriation of the scientific concepts of Geography by visually impaired high school students. Given the increase in the number of visually impaired students enrolled in basic education, there is a need to create unique pedagogical alternatives and strategies, particularly for subjects that use predominantly visual aids, such as Geography. Participants in this qualitative action research were two visually impaired and five unimpaired students, as well as a geography teacher, who underwent a series of studies and collective construction of Geography content with audio description. The study was based on sociohistorical theory, since relationships between human beings do not occur on an individual level, but through social interaction. The main stages were: a) targeted studies aimed at understanding the potential and limitations of audio description in Geography content; b) collaborative planning between the teacher and students to cater to teacher training requirements and understand the needs of visually impaired students; c) the use and application of audio description in classes and, finally, analysis and discussion of the data collected. The results showed that the use of audio description in Geography content enabled more skilled appropriation of the scientific concepts by the visually impaired students ensuring, among other issues, equal educational opportunities, access to the world of image content, and the eradication of communication barriers among the participants.

A presente Tese de doutorado aborda a audiodescrição na mediação do processo de ensino e aprendizagem de alunos com deficiência visual na disciplina de Geografia, no Ensino Médio do Colégio de Aplicação da Universidade Federal do Maranhão (COLUN/UFMA). A audiodescrição é definida como um modo de tradução audiovisual intersemiótico, em que o signo visual é transposto para o signo verbal. O problema de pesquisa buscou compreender de que forma a audiodescrição, media a apropriação de conceitos científicos de Geografia por alunos com deficiência visual no Ensino Médio. Uma vez que tem aumentado o número de matrículas de alunos com deficiência visual na educação básica, há a necessidade de se criar alternativas e estratégias pedagógicas diferenciadas, principalmente para os componentes curriculares que se utilizam predominantemente de recursos visuais, como é o caso da Geografia. A pesquisa foi de cunho qualitativo, do tipo pesquisa-ação, na qual participaram dois alunos com deficiência visual, cinco alunos sem deficiência visual e um professor de Geografia, os quais passaram por um processo de estudos e construção coletiva dos conteúdos de Geografia com audiodescrição. Fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontece individualmente, mas por meio da interação social. As principais etapas foram: a) realização de estudos dirigidos, em que visou-se compreender o potencial e as limitações da audiodescrição nos conteúdos curriculares de Geografia; b) Planejamento colaborativo do professor, junto aos alunos para atender as necessidade de formação docente, bem como compreender as necessidades dos alunos com deficiência visual; c) O uso e a aplicação da audiodescrição nas aulas e por fim, a análise e discussão dos dados coletados. Os resultados apontaram que a inserção da audiodescrição nos conteúdos de Geografia, proporcionou uma apropriação mais qualificada dos conceitos científicos pelos alunos com deficiência visual, permitindo entre outras questões a equiparação de oportunidades educacionais, o acesso ao mundo dos conteúdos imagéticos e a eliminação de barreiras comunicacionais entre os participantes. / This doctoral dissertation addresses audio description in mediating the teaching and learning process of visually impaired Geography students at the Colégio de Aplicação High School of the Federal University of Maranhão (COLUN/UFMA). Audio description is defined as an intersemiotic audiovisual translation in which the visual signal is exchanged for a verbal one. The research problem sought to understand how audio description mediates the appropriation of the scientific concepts of Geography by visually impaired high school students. Given the increase in the number of visually impaired students enrolled in basic education, there is a need to create unique pedagogical alternatives and strategies, particularly for subjects that use predominantly visual aids, such as Geography. Participants in this qualitative action research were two visually impaired and five unimpaired students, as well as a geography teacher, who underwent a series of studies and collective construction of Geography content with audio description. The study was based on sociohistorical theory, since relationships between human beings do not occur on an individual level, but through social interaction. The main stages were: a) targeted studies aimed at understanding the potential and limitations of audio description in Geography content; b) collaborative planning between the teacher and students to cater to teacher training requirements and understand the needs of visually impaired students; c) the use and application of audio description in classes and, finally, analysis and discussion of the data collected. The results showed that the use of audio description in Geography content enabled more skilled appropriation of the scientific concepts by the visually impaired students ensuring, among other issues, equal educational opportunities, access to the world of image content, and the eradication of communication barriers among the participants.

A presente Tese de doutorado aborda a audiodescrição na mediação do processo de ensino e aprendizagem de alunos com deficiência visual na disciplina de Geografia, no Ensino Médio do Colégio de Aplicação da Universidade Federal do Maranhão (COLUN/UFMA). A audiodescrição é definida como um modo de tradução audiovisual intersemiótico, em que o signo visual é transposto para o signo verbal. O problema de pesquisa buscou compreender de que forma a audiodescrição, media a apropriação de conceitos científicos de Geografia por alunos com deficiência visual no Ensino Médio. Uma vez que tem aumentado o número de matrículas de alunos com deficiência visual na educação básica, há a necessidade de se criar alternativas e estratégias pedagógicas diferenciadas, principalmente para os componentes curriculares que se utilizam predominantemente de recursos visuais, como é o caso da Geografia. A pesquisa foi de cunho qualitativo, do tipo pesquisa-ação, na qual participaram dois alunos com deficiência visual, cinco alunos sem deficiência visual e um professor de Geografia, os quais passaram por um processo de estudos e construção coletiva dos conteúdos de Geografia com audiodescrição. Fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontece individualmente, mas por meio da interação social. As principais etapas foram: a) realização de estudos dirigidos, em que visou-se compreender o potencial e as limitações da audiodescrição nos conteúdos curriculares de Geografia; b) Planejamento colaborativo do professor, junto aos alunos para atender as necessidade de formação docente, bem como compreender as necessidades dos alunos com deficiência visual; c) O uso e a aplicação da audiodescrição nas aulas e por fim, a análise e discussão dos dados coletados. Os resultados apontaram que a inserção da audiodescrição nos conteúdos de Geografia, proporcionou uma apropriação mais qualificada dos conceitos científicos pelos alunos com deficiência visual, permitindo entre outras questões a equiparação de oportunidades educacionais, o acesso ao mundo dos conteúdos imagéticos e a eliminação de barreiras comunicacionais entre os participantes. / This doctoral dissertation addresses audio description in mediating the teaching and learning process of visually impaired Geography students at the Colégio de Aplicação High School of the Federal University of Maranhão (COLUN/UFMA). Audio description is defined as an intersemiotic audiovisual translation in which the visual signal is exchanged for a verbal one. The research problem sought to understand how audio description mediates the appropriation of the scientific concepts of Geography by visually impaired high school students. Given the increase in the number of visually impaired students enrolled in basic education, there is a need to create unique pedagogical alternatives and strategies, particularly for subjects that use predominantly visual aids, such as Geography. Participants in this qualitative action research were two visually impaired and five unimpaired students, as well as a geography teacher, who underwent a series of studies and collective construction of Geography content with audio description. The study was based on sociohistorical theory, since relationships between human beings do not occur on an individual level, but through social interaction. The main stages were: a) targeted studies aimed at understanding the potential and limitations of audio description in Geography content; b) collaborative planning between the teacher and students to cater to teacher training requirements and understand the needs of visually impaired students; c) the use and application of audio description in classes and, finally, analysis and discussion of the data collected. The results showed that the use of audio description in Geography content enabled more skilled appropriation of the scientific concepts by the visually impaired students ensuring, among other issues, equal educational opportunities, access to the world of image content, and the eradication of communication barriers among the participants.

Le droit à la culture devrait être universel, puisqu’il est essentiel au développement personnel de l’individu et à l’enrichissement de sa qualité de vie. De nos jours, les médias audiovisuels jouent un rôle majeur au sein de la culture. Dans une société visant un idéal d’inclusion sociale, l’audiodescription (AD) se révèle d’une grande utilité puisqu’elle garantit au public malvoyant l’accès à l’immense partie de la culture que représentent les médias audiovisuels. Le but de ce mémoire est de promouvoir l’accessibilité des médias en observant les différences de pratique entre le Royaume- Uni, l’Espagne, la France et l’Allemagne, puis en les classifiant selon leur origine. Ce travail interdisciplinaire relève des domaines de la traductologie, de la linguistique cognitive et de l’étude cinématographique. Il vise à définir des critères de qualité applicables aux quatre pays concernés et à faciliter la traduction de scripts d’AD. L’analyse contrastive du corpus multimodal quadrilingue composé des trente-trois premières minutes d’AD du film britannique The King’s Speech en anglais, allemand, français et espagnol permet de définir les principales similitudes et différences entre les quatre versions. Les analogies constatées sont considérées comme les indicateurs d’un degré élevé de neutralité. Les divergences entre les versions peuvent quant à elles être attribuées à trois facteurs : l’adaptation du texte audiovisuel cible à la culture cible, l’application ou le non-respect des directives en vigueur dans le pays de culture cible et enfin la subjectivité du descripteur. Cette dernière catégorie regroupe la majorité des différences entre les quatre versions. Le corpus analysé ici semble désigner la neutralité de l’AD comme un critère de qualité majeur permettant d’éviter de trop grandes divergences entre l’AD d’un même film dans différentes langues.

Orientador: José Luís Bizelli / Banca: Lívia Maria Villela de Mello Motta / Banca: Marcos Américo / O programa de Pós-Graduação em Ciência e Tecnologia de Materiais, PosMat, tem carater institucional e integra as atividades de pesquisa em diversos capi da UNESP / Resumo: A pesquisa apresenta como está sendo elaborada a política de implantação da audiodescrição na televisão digital brasileira. As estratégias e os atores sociais envolvidos com essa política são analisados. Sendo o Reino Unido o país em que está sendo mais bem executada a audiodescrição na televisão digital, é apresentado o estudo de caso desse país. Também é exposta a análise comparativa entre as formulações das políticas de audiodescrição dos dois países, contribuindo para embasar a indicação de estratégias que poderão ser incorporadas ao Brasil. Assim, este estudo demonstra que a política de audiodescrição na televisão digital brasileira como dos importantes agentes na inclusão social, cultural e escolar, principalmente, de pessoas com deficiência visual. / Abstract: The research presents how is being prepared the audio description's implantantion policy on Brazilian digital television. The strategies and the social actors engaged with this policy are analyzed. Being the United Kingdom the country in which audio description has been better performed in digital television, a British study case is presented. Also is shown the compartive analysis between the formulations of audio description's policies of both countries contributing to basing the indications of strategies which might be incorporate in Brazil. Therefore, the study demonstrate the audio description's policy on Brazilian digital television as one of the important agents in social, cultural and scholar inclusion, mainly, of visually impaired people. / Mestre