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Effects of Television on Activity Pattern of Deaf Children
Abstract
Children with physical disabilities are at the risk of discrimination from participating in daily activities. The participation in everyday activities is a goal shared by service providers, parents, and organizations engaged in children rehabilitation. The children should participate in cultural, artistic, creative, sports, active physical, work-based, skilled-based, and play activities. However, most of the technologies offer the limited interaction with children with disabilities, despite their influences on the abilities of the children. In this view, deaf children interact with television and develop certain unique quintessential abilities. The resultant effects of television are evident on the activity patterns of the exposed deaf children. Similarly, to the healthy children, the learned skills in deaf children provide a cornerstone for satisfying social interaction and social intelligence. Therefore, televisions are essential in shaping the activity patterns of the children with disability, enabling them to exhibit the genuine conceptual change during growth. Having gained a formidable understanding of the relevance of television, it is necessary to assist the deaf kids in enjoying watching it through incorporating the non-hearing aid equipment. It will make television a learning experience with the maximal capacity to influence the activity patterns. Nonetheless, the deaf children are not exceptional from the Payne Fund Studies, and the excessive television watching will lead to the development of adverse outcome such as higher aggression.
Key words: television, deaf children, Payne Fund Studies, activity pattern, parental care.
Effects of Television on Activity Pattern of Deaf Children
Introduction
More than 35,000 deaf children watch television daily, and they appreciate the same programs as their peers with hearing capacity. The participation of deaf children in formal and informal activities is vital (Arim, Findlay, & Kohen, 2012 p.9). It has a focal point in establishing the positive influence on the developmental competencies, skills, social relationship, and the long-term physical and mental health. In this regard, the report from the National Surveys of Disability illustrates that there is 6.5% more limitation to the participation of the disabled children in the United States while Canada has 4.2% and 4.6% in Australia. Additionally, the physical disability in children extends the limitation whereby half of the disabled children are rendered unable (Arim, Findlay, & Kohen, 2012 p.9).
Nonetheless, the recent and previous studies illustrate the contradictions due to the changing perceptions in society. The previous research indicates that children with disabilities were highly restricted as compared to the healthy ones in their participations (Peterson, Wellman, & Liu, 2005). As a result, the disabled children had fewer social engagements and variations, and spent more of their time in the quiet recreational activities. However, the recent studies signify that the children with disabilities are actively participating in activities of the same type as the healthy children.
Live Television Effect
Brown and Gordon (2009) have found that deafness impairs the intrinsic curriculum of socialization. The children have the limited interaction with people due to the fewer experiences with people outside their home. In the natural circumstances, the deaf child may develop other complications due to the accumulation of few life activities. However, in most of the modern homes, the majority of the deaf children replace human interaction with watching live television. The children obtain wide skills with the insufficient information to hearing impairment (Gordon, 1987). Most of the deaf children usually develop the weakened self-determination and undeveloped shared understanding of the culture and the society. Therefore, the live television in the majority of deaf children leads to diminishing physical activities. It emanates from the search for the social acceptance and non-discrimination in the activities participation (National Deaf Children’s Society, 2012). Unfortunately, the pursuit hinders the children’s activity patterns. Moreover, the reaction of each child to the live television differs due to emotional resilience and age. For instance, tender aged deaf children may perceive violence as a sign of anger due exposure to violent programming. Researchers associates the diverse responses to different sign language each child develops to facilitate communication within the home environment.
Payne Fund Study Effect
It is evident from the interaction with deaf children that assisting them in acquiring a diversity of responses is not simple due to an expansive number of mediating variables working against a single solution. Consequently, the deaf children’s truncated activity patterns may lead them to television, seeking to understand their world. They become dependent on the closed captioning on the live televisions to perceive their environment. The false perception of the world becomes highly ingrained in the child’s conscience making it more difficult to influence the development of their responses (Law & King, 2007). Moreover, the closed captioning reduces the deaf children’s participation in enrichment programs where they can acquire the diversity of exposures to the real world resulting in the reduced outward-bound activities. Therefore, in the development of the deaf child, the closed captioning makes the child perceive parents, friends, family members, and teachers as inadvertent disablers.
Importance of the Study
Evaluating Live Television and Closed Captioning
The research uses the Payne Fund study to evaluate the impact of watching television on deaf children. The study indicates the exposure of children to violent films and programs results to the development of antisocial behaviors such as violence and intolerance. The concept predicts the unstable society in the future due to the upbringing of the modern generation. Therefore, the exploration of the selected topic will assist in extrapolating the existing study to include the deaf children. The assessment of the effects of watching live television and closed captioning through the Payne Fund prism will be effective in understanding the activity patterns of the deaf children. In this regard, the study will be important to parents, teachers, and family members in influencing the proper development of deaf children while protecting them from the exposures that hinder growth, awareness, and social interaction.
Self-Assessment
The topic will be important to the deaf children since it will provide them with limits of interaction with the technological equipment such as the television. It assists them in understanding the presentation on live television and closed captioning does not entirely represent the real world or their environment. Consequently, they should seek the enhanced interactions with family members, parents, teachers, and rehabilitation programs to gain the diverse responses and accurate understanding of their surroundings. Therefore, the topic will be crucial in influencing the growth and development of deaf children through improving their perception of the environment to ensure their prosperity in life. From this perspective, the study will provide a social reflection that can be used to enhance the self-determination of the deaf children. It will lead to the improved interaction and effective learning process of the deaf children.
Literature Enhancement
Moreover, the study will enhance the existing literature on the growth and development of children with special needs. It will provide and explicitly review the existing literature while outlining the analysis for the development of new concepts, knowledge, and areas of further research. Thus, the topic will be relevant to scholars, teachers, and deaf children facilitators in seeking an understanding of the behaviors of the deaf children. Besides, the topic will facilitate the development and adoption of responsible approaches in aiding the social interaction, behavioral growth, psychological development, and activity pattern enhancement of the children with hearing impairment. Therefore, the study of the topic will provide scholars and stakeholders with a foundation for researching, understanding, evaluating, and analyzing the environment of deaf children.
Biographical Information about the Authors
The scholars from North America have significantly explored the study as compared to researchers from other parts of the world. Margret Brown and Wayne Gordon, both from New York, collaborated to provide a thorough understanding through the scientific research. Margret Brown is a medical professor working at New York University Medical Center while Gordon is a doctorate holder attached to Mount Sinai Medical Center in New York. Also, Annette Majnemer is Doctor of Philosophy from McGill University, Canada who has researched the topic. She currently works in the School of Physical and Occupational Therapy in the University. Richard Boyatzis is a University Professor at Case Western Reserve University in Ohio who has written more than 150 books since becoming a Professor in 1987 at Harvard University.
Additionally, Sylvia Glenn who was previously attached at the Clinical Psychology Unit in Sheffield Research Consortium, the United Kingdom, researched the topic in her doctorate study in 2007 at the University of Sheffield for the degree of Doctor of Clinical Psychology. Candida C. Peterson from the University of Queensland, Australia has taught for more than two decades in the intuition while engaging research on child development. Besides, Michael Siegel is a professor at the University of Sheffield with more than three decades of experience in research on the early childhood development
References
Boyatzis, R. E. (2004). Assessing emotional intelligence competencies. Nova Science Publishers , 27-33.
Glenn, S. (2007). The development of theory of mind in deaf people. Doctorate Dissertation, 9.
Gordon, W., & Brown, M. (1987). Impact of impairment on activity patterns of children. Arch Phys Med Rehabil 68, 828–832.
Law, M., King, G., & Majnemer, A. (2007). Patterns of participation in activities among children with complex physical disabilities. Childhood Disability Research, 5-9.
National Deaf Children’s Society. (2012). The impact that technology on the lives on the deaf. London: National Deaf Children’s Society.
Peterson, C. C., Wellman, H. M., Liu, D., & Siegel, M. (2005). Steps in theory-of-mind development for children with deafness or autism. Child Development, 502-517.