Effects of Television on Activity Pattern of Deaf Children

Effects of Television on Activity Pattern of Deaf Children



Effects of Television on Activity Pattern of Deaf Children

The television, just like any other form of media, holds both negative and positive implications for the deaf child. Television has been used in the past to aid children with hearing disabilities in their learning efforts. The most common approach used is captioning. Television captions are effective text-based innovation designed to facilitate access to auditory elements in television inaccessible to deaf children. Captions are equally important as auditory assistants in noisy environments for viewers that are hard of hearing. The inclusion or absence of provisions for deaf people in television programs has a massive cognitive and emotional impact on such disabled children (Cintas, & Neves, 2015; Zarate, & Eliahoo, 2014). For instance, learning using sign language in the television is relatively difficult for most children. This is because they are yet to master the art of following the program and reading sign language simultaneously.

In the academic context, this might prove challenging and result in lower student performance (Cambra, Penacchio, Silvestre, & Leal, 2014; Tamayo, 2016). Variations in the discussion on television consumption among deaf children are created by element such as language differences, learning environment and upbringing among other aspects. Second-language speakers with hearing disability face an even bigger problem while learning or simply trying to enjoy a television show (De Raeve, 2015; Xiao, Chen, & Palmer, 2015). In researches focused on evaluating the ideal amount of subtitles in television shows, the rate, viewer readability and elaborateness are considered (Borders, Gardiner-Walsh, Herman, & Turner, 2016; Borgia, Bianchini, & De Marsico, 104). Additional elements include the difficulty level of the captions and the level of synchrony of information between the video and the captions.

The need to have a substantial representation for deaf children within the public realm is constantly increasing (Knoors, & Marschark, 2013). As more children are being discovered with this type of disability, school administrators and other stakeholders are seeing the need for such audiovisual provisions. There insufficient research focused on assisting deaf children overcome challenges caused by hearing loss through developing comprehensive, cultural and educational settings. Public locations such as cinemas, hospitals and restaurants are targeted as these areas greatly affect their emotional and social conditions (Hlatywayo & Muranda, 2015; Wu, Price, & Evans, 2014). In this way, their living and learning conditions can be considerably enhanced. This is particularly important for their communication with their ordinary peers (Marschark, Lampropoulou, & Skordilis, 2015). Most learning institutions as well as medical facilities have already adopted this system by taking advantage of existing technology platforms. Most of the infrastructure used in facilitating acquisition of audio elements among special needs children is already universal including subtitling microcomputers and VCRs (Beal-Alvarez, & Cannon, 2014; Sprafkin, Gadow, & Abelman, 2013). In an ordinary environment, ordinary students hearing challenges. After the implementation of assistive measures, this divide is eliminated (Holdsworth, 2015). In these instances, nonverbal information in the form of soundtracks is provided through subtitles (Bosteels, & Blume, 2014; Knoors, & Marschark, 2015). Therefore, while deaf children cannot comprehend audio material, they can decipher the actual description of the audio aspects, speakers’ comments and paralinguistic aspects among others (Foss, 2014; Zárate, 2010). Parents and teachers as well as other stakeholders need to acknowledge that hearing disabilities are a serious issue that affects many learners. Audio perception and synthesis is an important part of learning and children who fail to access the appropriate alternatives grow up with shortcomings especially in communication with their peers.


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Zarate, S., & Eliahoo, J. (2014). Word recognition and content comprehension of subtitles for television by deaf children. The Journal of Specialised Translation, (21), 133-152.

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