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.
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