Running head: EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CHILDREN 1 EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CHILDREN 2 Effects of Television on Activity Pattern of Deaf Children Abstract Children born with or who aquired physical disabilities in their life spans are, at times, subjected to the risk of being barred from contributing in various activities in the society. Children need to be involved daily in social activities, an objective shared by the available service providers, organizations, and parents involved in children rehab. The children should be able to participate in artistic, cultural, and creative activities; sports-skills based activities; work based activities; and play activities. However, current developments in the fields of technology increases the level of interaction people have with disabled children. From this perspective, children simultaneously interact with the television while developing quintessential life skills. The resulting television effect is evident on patterns of activities children with hearing problems are exposed to. The acquired skills provide the children with social interaction and increases their overall intelligence. The television and other technological devices are equally important factors in designing activities and creating activity patterns for the children living with hearing disabilities. These patterns enable them to develop a framework of skills which impact their growth. Additionally, it is important to assist children with hearing disabilities through the incorporation of hearing aid equipment and devices. Television is portrayed as a more reliable infrastructure in influencing learning and influencing patterns of activities. However, according to Payne Funds Studies children with hearing problems are not exempted negative side-effects developed from watching excess television. Keywords: Payne funds studies, deaf children, television, and parental care. : Table of Contents Abstract 2 Introduction 4 Justification of the Study 4 Literature Enhancement 7 The Theory of Mind and Neuro-developmental Disorders of Childhood 8 Life Television Effects 9 Hearing Process 11 Causes of Hearing Impairment 13 Available Treatment Options 14 Creating a good Listening Environment 16 Technology Supporting Hearing Loss 16 Wireless headphones for television 17 Wireless Streaming Devices from Television to Hearing Aids 17 Loop Systems 18 Wireless hearing Aid Streaming 18 Home Theater System 18 Radio Aids 18 Involving Peers 19 Conclusion 22 References 23 Effects of Television on Activity Pattern of Deaf Children Introduction It is estimated that over 35,000 children with hearing loss watch television on a daily basis. The children appreciate the same shows as their counterparts with hearing capacity (Mander, 1978, p. 7). Participation of children with the hearing impairment in both formal and informal social activities is critical to the growth and development of al ...

1. Running head: EFFECTS OF TELEVISION ON ACTIVITY
PATTERN OF DEAF CHILDREN 1
EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF
DEAF CHILDREN 2
Effects of Television on Activity Pattern of Deaf Children
Abstract
Children born with or who aquired physical disabilities in their
life spans are, at times, subjected to the risk of being barred
from contributing in various activities in the society. Children
need to be involved daily in social activities, an objective
shared by the available service providers, organizations, and
parents involved in children rehab. The children should be able
to participate in artistic, cultural, and creative activities; sports-
skills based activities; work based activities; and play activities.
However, current developments in the fields of technology

2. increases the level of interaction people have with disabled
children. From this perspective, children simultaneously
interact with the television while developing quintessential life
skills. The resulting television effect is evident on patterns of
activities children with hearing problems are exposed to. The
acquired skills provide the children with social interaction and
increases their overall intelligence. The television and other
technological devices are equally important factors in designing
activities and creating activity patterns for the children living
with hearing disabilities. These patterns enable them to develop
a framework of skills which impact their growth. Additionally,
it is important to assist children with hearing disabilities
through the incorporation of hearing aid equipment and devices.
Television is portrayed as a more reliable infrastructure in
influencing learning and influencing patterns of activities.
However, according to Payne Funds Studies children with
hearing problems are not exempted negative side-effects
developed from watching excess television.
Keywords: Payne funds studies, deaf children, television, and
parental care.
:
Table of Contents
Abstract 2
Introduction 4
Justification of the Study 4
Literature Enhancement 7
The Theory of Mind and Neuro-developmental Disorders of
Childhood 8
Life Television Effects 9
Hearing Process 11
Causes of Hearing Impairment 13
Available Treatment Options 14
Creating a good Listening Environment 16
Technology Supporting Hearing Loss 16

3. Wireless headphones for television 17
Wireless Streaming Devices from Television to Hearing Aids 17
Loop Systems 18
Wireless hearing Aid Streaming 18
Home Theater System 18
Radio Aids 18
Involving Peers 19
Conclusion 22
References 23
Effects of Television on Activity Pattern of Deaf Children
Introduction
It is estimated that over 35,000 children with hearing loss
watch television on a daily basis. The children appreciate the
same shows as their counterparts with hearing capacity
(Mander, 1978, p. 7). Participation of children with the hearing
impairment in both formal and informal social activities is
critical to the growth and development of all children.
Interaction with peers establishes positive effects on
development of skills of both physical and mental health and
competencies. A survey by the National Center for Children
with Disabilities found 6.5% of children in the US have
presented with extra physical and mental needs, their Canadian
counterpart has 4.2 %, and Australia stands at 4.6 % (Zablotsky
et al., 2015, p. 3-5). In these percentages of the children who
present with physical disabilities, almost half present with more
than one disability. Studies show these are contradicted from
the changing society. Other researchers conclude children with
hearing impairments are much restricted in comparison than the
other children who are physically fit. The same research
suggests children with hearing disabilities improve rapidly with
the increase of participation in physical and social

4. activities.Justification of the Study
The study will incorporate, use, and enhance pre-existing
writings in the field of growth and development of children with
various needs (Goldon and Brown, 1987, p. 829).The study will
review the existing literature, analyzing the continuous progress
in the development of new concepts, knowledge, and other
related topics in the field of research. The following research
will be of much importance to all concerned stakeholders in the
topic of children with hearing disabilities: teachers, scholars,
and children with special needs, institutions providing training
programs for children with both mental and physical
impairment, and others just trying to clearly understand the
conduct of these children in our society. In addition, this paper
will provide platform to oversee the progress and acquisition of
authoritative strategies in ensuring growth, participation in the
society, psychosomatic development, and improvement of
activities of the children living with hearing impairment. This
document will avail all interested parties with foundation for
researching evaluating analyzing and understanding the
immediate implications of technology on children with hearing
loss.
In addition, the research will be a valuable asset to deaf
children, as it will ensure an increase in their interaction with
modern technological equipment such as personal computers
tablets, television, iPads, etc. They will assist children with
hearing disorders get a clear understanding of how live
television is presented and programmed, and how close
captioning does not necessarily represent occurrences in a real
world environment. Consequently, these children should ensure
there is an enhanced relationship with teachers, parents, and
rehabilitation programs, attracting diverse response and creating
a solid understanding of the disabled children's immediate
environment (Law, 2007, p. 5-9). Consequently, the research
will be a critical asset in inducing growth and development of
the children with hearing impairmens and at the same time
improve their view of their immediate environment, ensuring

5. prosperity in their endeavors. From this angle, the research will
be a critical element in the provision of a social reflection
employed in the development of self-determination in children
with the hearing impairments. This research will also have an
impact of increasing interaction and effectiveness of the entire
learning process.
On pages 828–832, Brown and Gordon (1987), it is stated
that deafness has an adverse impact on the intrinsic curriculum
of socializing. The children will have limited circumstances;
these children have other unexpected complications because of
the accumulation of limited life activities. However, in many
modern homes, many deaf children replace the level of human
interaction with live television watching (Gifford, 2009 p. 207-
8). These children are in a position to obtain a broader range of
skills influenced by enough information to render the hearing
impairment to a small difficulty. Many children with hearing
impairments develop a declining self-determination and poorly
developed logic skills of shared sense understanding as well as
the underlying traditions (Suzuki, 2004 p. 34). Hence, live
television watching among most children with hearing loss will
lead to a continually declining rate of physical activities. This
stems from the search for acceptance and non-discrimination in
the immediate society while actively participating in social
activities.
Unfortunately, the pursuits act as the blocks to patterns of
children’s activities. The response of every child to live
television will highly differ because of resilience and age
(Comstock, 2007 p. 19). For example, tender-aged children with
the hearing defects may view violence as a sign of anger due to
the constant subjection to a violent environment. Researchers
associate the adverse effects to different language sign
developed by children to facilitate their communication with
their home environment.
With evident gathered from interaction with the children with
hearing impairments, assisting such children in the acquisition
of diversity in response is not due to an expansive number of

6. mediating variables working against one solution. As a result,
children with hearing impairment show the patterns of activities
which lead them to watch television in their urge to have a clear
understanding of their environment. The contrary opinion in the
current domain claims children become entrenched, rendering it
impossible to influence the growth of their reactions
(Grossberg, 2006 p.935). Furthermore, closed captions can
reduce their participation in enrichment program from where the
children will acquire diversity exposure in the real world
leading to a reduction in outward-bound activities. Literature
Enhancement
The paper will be inclusive of the current, undergoing literature
and the current efforts to make the lives of children living with
hearing loss better (Rich, 2012, p. 40). The paper will clearly
analyze the existing literature to the point noting the evolved
concepts, knowledge, and areas requiring extensive research.
The undertaking will be of much importance to all stakeholders
ranging from teachers, parents, and close relatives as well as
other interested parties. In addition, the research will oversee
acquisition of strategies of helping children with hearing
impairments socialize closely with others. Finally, the paper
will be used by scholars in investigating and analyze the
immediate environment of children with hearing impairments
(Law, 2007 p. 2)
Boyatzis, the Professor of Organizational Behavior at Western
Reserve University in this article, frames the connection
between abilities and personality as a function of demonstrating
how deaf children face different struggles before they become
competent. Through a review of the literature on child
competence, the author states that skill and ability are
underlying constructs of an individual’s characteristics, which
may lead to superior performance. The article provides valuable
information concerning how television and other forms of
popular media support the dismal emotional intelligence in
disabled children, thus impeding their learning and practice
(Smith, 2005 p. 870). The connection manifests through

7. reinforcement of social activities and behaviors that normally
exclude children with disabilities.
On the other hand Glenn, in his dissertation, disapproves the
notion that deaf children from families with hearing parents and
siblings fail to develop the Mind Theory (ToM) until their
teenage years. Therefore, the dissertation includes a dispute of
the assertion that deaf children suffer from false beliefs,
adverse emotional responses, and perspective-taking because of
deficits in their cognitive states. The findings of the research
opposed Boyatzis claim that because they reveal that deaf
children develop the Mind Theory at a young age, thus enabling
understanding of false and true information (Morton, 1991, p.
17-23). The report is important because it eliminates the
assumption that television affects all deaf children in a given
way.
Through a research composed of 239 and 519 disabled and
enabled children respectively, Brown and Gordon inform that
disabled children in their daily activities are more associated
with less diversity, slower tempos, and minimal social input.
Contrastingly, their activities prioritize personal care, quiet
recreation, and household tasks. Through the correlation of
household activities with impairment in children, the article
becomes important in expounding on how television sets
reinforce passive behavior in disabled children (Yoshinaga-
Itano, 1998, p. 1169). Despite improving their response,
television sets encourage social isolation and passive recreation
amongst deaf children which may delay their emotional
competency.
Law, King, and Majnemer add on to Brown and Gordon
assertions that disabilities impede active involvement of deaf
children in everyday activities. However, through their
research, the authors go to reveal that, despite their inability to
participate, most disabled children desire to engage in the
everyday activities. The prompt this finding develops is how
deaf children or the disabled in general get to create this desire
to be normal (Comstock, 2007, p. 3). Boyatzis highlighted on

8. this link between mass media, mass culture, and child behavior.
The Theory of Mind and Neuro-developmental Disorders of
Childhood
This research paper is guided by the theory of mind and neural
developmental disorders of childhood. Largely, the human
infant is socialised through the acquisition of a specific
cognitive mechanism called the theory of mind. The theory
explains a related set of intellectual abilities that enable one to
conceptualise the others in terms of beliefs, plans, hopes, and
intentions. However, various neurodevelopment disorders are
also noted including autism spectrum disorders, schizophrenia,
language disorders, and hearing impairment. Therefore, the
theory of mind is dependent on the maturation of various brain
systems, and it can be shaped by training, education, social
relations, and parenting (Comstock, 1991 p. 7). As a result,
many of the tasks used to test this theory include using non-
autistic children and those that suffer from mental retardation.
However, the theory is independent of intelligence.Life
Television Effects
Deafness has a negative impact on the intrinsic
curriculum of socialization. Children with hearing loss have
limited interactions with others due to reduced experiences with
other people outside their family. Due to the accumulation of
limited life activities deaf child are most likely to develop
complications (Gordon, 1987 p. 828). However, in most modern
homes, children with hearing complications replace social
interaction with watching television. To help them with hearing
impairment children with hearing disorder develop a wide
variety of skills to aid them in coping with real life situation.
Most children with hearing disorders express a weak self-
determination and underdeveloped-shared understanding of their
culture and society. From the preceding, it is evident that live
television diminishes the physical activities of the children with
hearing impairment. This comes from the urge to search for
acceptance in the society and nondiscrimination in participating
in active social activities (National Deaf Children Society, 2012

9. p. 1). Unfortunately, the pursuit has the impact of hindering
activities of the children pattern. However, the reactions from
every child watching live television are emotionally different
because of flexibility and age. For example, teens perceive
violence as a means of expressing their anger because of
continued subjection to vicious television programming
(Yoshinaga-Itano, 2010 p. 11). Many studies have closely
associated various responses to sign languages developed by
each deaf child to facilitate their communication within their
home.
Deafness is a condition that may be present in child right from
birth or acquired at any stage within their lifespans (Naff, 2010,
p. 10). Figures from the United States Center for the Deaf Child
communicate that out of 1000 children born 2 are deaf. This
translates to there are over 12,0000 children born per year with
hearing impairment. The hearing loss is self-bilateral and is
identified within 4-6 weeks of the age (Slotten, 2009 p. 401).
Families enter into intervals of trying to cope with hearing
impairment of their young ones within the 8th to 20th weeks.
Later screening on hearing problems will depend on parental or
professional concerns. That the term "deaf" is used to describe a
group defined by their auditory profile is highly accepted. Many
people within the deaf community use sign language as their
only means of communication. Employment the term "hearing
impairment" carries socially negative connotations. When
discussing people with hearing impairments, there are factors
worth consideration: these include parental hearing status,
morbidity of additional disabilities, mode of communication,
and age at which deafness was spotted and benefits of
amplification (Smith, 1998p. 6).
Deaf children coming from families with a histories in hearing
impairment make up the majority of the population with hearing
impairments (Harper, 2011, p 325-340). Parental hearing status
has a total impact in some areas. For example, children with
hearing loss should have a preferred mode of communication,
social interaction skills, and level of literacy. These children

10. are most likely to be raised in families where sign language is
used from birth. Sign language has equal capacity with any
other human language naturally acquired.
Hearing process signals have brought up parallels with hearing
children exposed to orally spoken language as far as age and
development stages are concerned. Another area of difference
between children born of families with hearing loss there are
high chances of their offspring bearing the same characteristics.
The interaction between mother and child is believed to have a
positive impact on child’s language and hearing development
(Society, 2012 p. 2). Though there may be still other factors
relating to communicating with children with hearing loss,
availability of deaf role models can significantly offer critical
support in this area.
Deaf children born of parents with hearing loss are exposed to
spoken language as the language used within the home setting.
Though sign language may be gradually used, children with
hearing impairments brought up in family without hearing
impairment may have less exposure to sign language. Finally
currently developments in the field of technology have greatly
affected social interaction of children with hearing loss. Adults
and children in latter stages of education, identifying deafness
is typically late and an amplification of inadequate education.
Hearing Process
The hearing process is activated when sound waves move
through the air reaching the outer ear. The outer ear is the outer
part of the ear we can see. From the outer ear, the sound waves
move through the ear canal reaching the middle ear. The middle
ear constitutes of eardrum made up of a thin layer of tissues and
three tiny bones referred to as ossicles (Masiba, 2011, p. 23).
Upon vibration of the ear, drum ossicles amplify the vibrations
carrying them to the inner ear. In response, the inner ear
constitutes chamber commonly known as cochlea. The chamber
is pack up with fluid with the internal surface being lined with
tiny hair cells (Schell, 1989 p. 754-6). When sound vibrations
move through the fluid, the hair cells within the chamber

11. amplifies the sound signals. This amplification allows one to be
able to clearly hear soft sounds such as whispering. The inner
ear hair cells transform the sound signals into electrical
children’s impulses conveying them to the auditory nerve cell.
The auditory nerve links inner ear to the brain. Upon reaching
human brain, the nerve impulses are interpreted as sound. The
cochlea acts like piano picking up gradually higher pitches.
Hearing can be perceived as a long process, but the process
happens instantly.
The degree of hearing impairment can be classified under five
levels as shown below.
Degree of hearing loss
Ability to perceive
Mild
Individuals have complications identifying soft sounds.
Moderate
Unable to clearly hear what others are saying
Moderately-severe
Individuals are unable to hear loud noises such as telephone
ring
Severe
Individuals can only recognize loud noises and sounds
Profound
Difficulties in recognizing any sound
Table 1.1 showing hearing loss
Symptoms of hearing impairment among children
During infancy
1-3 months
No response to sudden noise such as door banging
4-6 months
Unable to locate the source of the sounds
7-9 months
Do not look on the mentioned person
10-12 months

12. No response to their name
Figure 1.2 symptoms of hearing impairment
During childhood, the symptoms manifest in different ways
which include delayed response to sounds, inability to clearly
understand what others are clearly saying, having difficulties in
locating the source of the sound, paying more attention to
speaker’s facial expressions such as improvements in their move
to try to get what others are saying, giving irrelevant answers
regularly request for repetition during conversation and poor
ability in understanding of speech especially in noisy
environments. Some of the additional symptoms can be clearly
seen when the child turns up volume of television too high,
incorrectly pronounces words, slowly develops language,
showing high frequency of using gesture in a conversation and
getting irritated because of communication problems. In
connection to that, parents and guardians are highly advised to
be much alert in recognizing the possibility of hearing
impairment if the child exhibits either one of the symptoms
mentioned above and seek medical attention as soon as possible.
If these symptoms are recognized earlier hearing impairment
can be easily reverted.Causes of Hearing Impairment
Hearing impairment occurs as a result failure by sound signals
to reach the brain. Naturally, there exist three types of hearing
impairment, which include those concerned with sensor neural
hearing impairments characterized by an injury to the sensitive
hair cells in the inner ear. This type of hearing loss can as well
be characterised by the injury to the auditory nerve cell. Age or
injury can impact sensorineural hearing loss (Someya, 2010 p.
806). The second major cause revolves around conductive
hearing loss, which is characterized when sound is unable to
pass from the outer to the inner ear. This can be because of
blockage by earwax or any other physical substance that may
get its way into the ear. The third is the mixed hearing losses,
which is a combination of both sensor neural hearing loss and
conductive hearing loss. This means both the inner year and
auditory nerve are damaged leading to hearing impairment.

13. Available Treatment Options
Generally occurring types of conductive hearing loss
includeinability of the inner cannal of the ear to open up,
malformation, and poor structure of middle ear. Surgical
operation can correct these conditions at early stages. All these
impairments are surgically corrected .if a surgical procedure
fails to correct these conditions, then the hearing can be
improved through amplification with bone-conducting head aid.
Osseo integrated devices such as Baha; Ponto system among
others can be used in helping children with hearing impairment.
Aga generic form of hearing loss is otosclerosis where quite a
large number of bonyfixations of the stapes is making it.
Payne Fund Study Studies showing Statistics
These are series of studies conducted to define the effects of
movies on the behavior of children. The sponsoring body was
Payne Foundation which carried out the study between 1920 and
early 1930. In a sample test, a series of research studies was
performed to examine the influence that movies had on deaf
children. 13 children were used and the study divided into three
major categories namely: audience composition, film content,
and effects on children. It was found that those children that
attended movies were emotionally stimulated including behavior
and attitude change. The children who attended movies un-
supervised were at higher risk of moral degradation. The
methodology for each research study varied based on specific
research questions that were being addressed. The effects were
measured using experimental design, personal interviews, case
studies, and questionnaires. According to some scholars like
Lowery, the Payne Funds studies faced limitations of lack of
control samples, shortcoming in measurements and technical
limitations.
With a sample of 13 deaf children with insightful hearing
impairment (eight girls and five boys) aged five to nine years
(Mean (M) = 8.72; Standard deviation(SD) = 1.42) who were in
the first to third grade. They all wore an auditory device. This
indicated that they achieved a hearing augmentation of between

14. 13 and 37 decibels (M = 21.36; SD = 6.87). The hearing devices
had been worn for at least three years.
Participants
Gender
Age
Grade
Reading Comprehension Level
Reading Speed
1
F
6
1
1
55
2
F
7
2
1
45
3
M
9
2
2
50
4
F
8
2
1
60
5
M
7
1

15. 1
55
6
F
7
2
2
13
7
F
9
1
1
79
8
F
9
1
2
87
9
M
8
2
1
90
10
M
8
1
1
68
11
F
7
2

16. 0
70
12
F
5
2
1
60
13
M
6
1
1
80
Before presenting the results, it is noteworthy to recall that
when hearing impaired kids watch caricatures on TV set, they
are unable to lip read the implication of the message passed
through the cartoons has to be garnered by understanding the
captions, paying attention and looking at the imageries.Creating
a good Listening Environment
Although many gadgets have been improvised in an effort to
improve the hearing capacity of those whose hearing ability is
impaired, there is no technology that can fully replace the
normal hearing process. For that reason, the hearing
environment should be made conducive such that those with
hearing problems should not struggle more as they listen to the
information being passed. In this regard, the listening
environment in terms of a hall or a normal classroom can make
it hard for the deaf children to get the best out of them. This is
as far as technologies are concerned. For instance, the deaf
child will face hearing problems when there is a lot of
reverberation and unwanted echo in a room. Similarly, high
ceilings permit the sound to bounce around making it extremely
hard for one to hear (Park, 2008, p. 3). Therefore, a good
listening environment should be sought that will help all the
children that suffer from hearing problems. This distorts the

17. sound creating unwanted background noise that drowns out the
voice of any child assistant that is speaking. For that reason, a
good listening environment is one in which the signal to noise
ratio is kept positive making the speech of the speaker much
louder than the background noise.Technology Supporting
Hearing Loss
Hearing loss is the greatest challenge in understanding the
television. Many children with hearing impairment find
themselves raising television volume much high to clearly hear
it (Wilkie, 1995 p. 12). Raising television to high volume can
lead to disagreement between the households. Off late, due to
current improvements in the field of technology companies have
come up with smart device to aid those with hearing impairment
enjoy television shows similarly to those without hearing loss.
Some devices are used in conjunction with others while others
are used on their own (Lokanadha, 2004, p. 47). The devices
plays a critical role in eliminating the interference emanating
from the background noise allowing one to adjust volume
independently of what others are hearing. The following five
devices are critical in assisting children with hearing loss enjoy
watching television.Wireless headphones for television
It is the ultimate aid to those who have hearing loss and does
not enjoy wearing hearing aids. For even those with the slight
hearing loss, wireless headphone television assists its users in
making television volume more enjoyable. The wireless
headphones create a direct wireless stream from the wearer's
ears. Its core role is to reduce interference of the background
noise (Society., 2012). The headphones are made of two parts, a
transmitting base that plugs into the headphone jack of
television, and a headphone receiver, which wirelessly pick the
signals, theyare put on the hearer's ears. The most common
television headphone device is television ears using infrared
wireless signal. Wireless Streaming Devices from Television to
Hearing Aids
For children with hearing impairment, using hearing aids will
aid in clearly hearing television. The modern hearing aid model

18. comes with specializes television programs to enhance clarity.
However, at times hearing aids alone are not sufficient in
making television more enjoyable. Wireless hearing aid came to
work in conjunction with traditionally existing hearing aid
(Masiba, 2011, p. 4). There exists various methods for
wirelessly connecting the hearing aid to the television. When
making purchases one should consider going for the system
supporting his traditional hearing aid. It’s advised before
purchasing the device to first get a recommendation from a
healthcare professional.Loop Systems
The system consists of a magnetic field placed around the room
or around the neck. The system is connected to the audio output
of the television .it works through the listener’s telecoil setting
on the hearing aids to transmit televisionsaudio wirelessly. One
of its benefits is, the system it does not require a wireless
functionality. In turn, they only require a compatible tele coil.
During hearing session, one can turn the tele coil program to
listen to the television through the loop system (Harczos, 2013,
p. 415). This technology is currently dominating in most public
buildings,theaters among other prominent buildings. Wireless
hearing Aid Streaming
Currently most hearing aids come with wireless hearing aids.
The uniqueness with wireless hearing aid streaming is they
cannot only communicate with each other but also with other
external devices such as personal computers and smartphones.
Home Theater System
ZVOX AccuVoice Sound Base is the only recommended home
theater system by medical health service providers (Veerkumar,
2016 p. 265). The system is plaged into the television for
AccuVoice technology activation. The system is believed to
have a powerful impact on sound clarityRadio Aids
Most deaf children may benefit from using radio aid as one
method of improving their hearing ability. This type of
technology necessitates the teacher’s voice to be picked from a
microphone that is worn by the deaf student. The message
received from the radio is the fed into a receiver attached to the

19. child is hearing technology. The method requires that the deaf
child observe some precautions such that the information
received is not diverted to other places. For instance, the
transmitter should be switched on when talking to the whole
group in which the deaf child is working. Secondly, the child
should wear the microphone, which is about 15 centimeters
from the mouth. The microphone should be switched off when
deeply engrossed into a conversation that the deaf child is not
interested in. In addition, the child wearing the gadget should
avoid standing in a noisy place as this may make it hard to hear
the voice from the other end of the sender. It leads to the better
contact and operative learning process of the deaf kids. By
complying with these rules, it becomes easier for the child to
receive the message and communicate effectively.Involving
Peers
In this method of promoting hearing in deaf children there are
no gadgets used. The method involves use of other children and
making them mingle with their deaf friends to promote a social
rapport that yield a healthy interrelationship between the same
peers. This shows that successful communication with the other
children plays an integral part in every child’s emotional and
social growth (Donald, 2008 p. 6). Deaf children require
support in this area given that one is able to monitor how well
the child is able to communicate, observe, and interact with the
immediate environment. This can further be modified by
encouraging the young children to follow others without
covering their faces in a game. This can also include making
sure that every teaching is made as visual as possible.
Recommendations
Adverse effects of Television on activity pattern can be
improved and harmonized through various ways. To ensure that
deaf awareness training for other people is helpful, the trainers
should be well versed with good instructions of enabling the
other children to understand the difficulties and challenges that
the deaf children face. This is a way of making the affected
children feel included. With young children, this can be

20. improved by modeling useful behavior, while older children can
be sensitized with the help of their peers (Zhan, 2010 p. 262).
To balance between the visual and hearing senses, visual aid
stories and other resources should be aired appropriately. For
instance, the television programs aimed to boost the education
of the deaf children should be such that the child can easily
coordinate between the visual and verbal utterances being made.
This should be a way of ensuring that the deaf child and their
parent understand the concepts and the different types of
instructions being disseminated.
It should also be noted that, when assessing a deaf child it is
imperative that the teaching assistant bear in mind the issue of
underestimating or overestimating the child’s performance. For
instance, good speech intelligibility may disguise the degree of
language comprehension. For instance, some children may not
recognize some of the words that they do not use or rather, they
may misunderstand a word that they commonly use when
applied in a different concept (Rayner, 2011, p. 688). This may
make the assisting teacher to underestimate a deaf child
especially if they misunderstand a task or a question.
When facilitating communication between the deaf children and
their classmates, it is prudent that the teacher maintains an
appropriate balance between ensuring that the child does not
become over dependent on the teaching assistant and social
support. This implies that the teaching assistant should be in a
position to help the child develop strategies for maintaining and
initiating social interactions. Such interactions include un-
interrupted turn taking and eye contact (Jowett, 1996, p. 11).
To ensure that all stakeholders are fully conversant with the
general progress of the deaf children, further information from
researchers consisting of a series of studies conducted to
determine the overall impact of movies on the behavior of both
children and young adults should be gathered. The researchers
should make use of history to determine the effects of films on
the children who regularly watch them. The information
acquired can have either negative or positive implication on the

21. social conduct of the children, attitude, stimulation of emotions,
and health in general (Peterson, 205, p 502). Through such
studies, children’s information acquired from the movies in
terms of attitude concerning ethics, race, and social issues can
be obtained.
To ensure prosperity in the life of deaf children, environmental
perception needs to be improved by influencing the growth and
development of the topic (Veerkumar, 2006 p. 157). In relation
to this perspective, the document will offer social image to aid
in development of self-rule for the children with hearing
impairment.
In order to boost the morale of a child with hearing
impairments, the teaching assistant can increase the child’s
confidence by awarding the child appropriately without showing
bias. The child should be praised from time to time and at
appropriate time especially when they have made contributions
to their group activities. Similarly, both the deaf children and
those hearing normally should be given the same opportunities
with respect to extra-curriculum activities. In addition, when
speaking to a child, the teaching assistant should get down to
their eye level to make sure that communication becomes
effective by way of using gestures.
It is equally important to ensure that the deaf child enjoys her
positive self-image. This will help them to deal with difficult
situations when the feedback from their schools mated may not
be positive. This can be enhanced through letting the deaf
children know that the other children can also misquote words,
get words wrongly, and misunderstand which requires time out.
By so doing, the deaf children will have confidence upon
realizing that their friends are also likely to suffer from the
same conditions.
Finally, the most important recommendation is that prospective
longitudinal studies should be effectively conducted. This
should go alongside interventional experiment among other
explorations. This would help to seek ways of regulating excess
exposure to screens by the deaf children to avoid influencing

22. them negatively with programs that do not match their
standards. As a society, the deaf child should not be saturate d
with irrelevant material on electronic media. Instead, they
should only be provided with what is good for them including
that which is informative.Conclusion
Anyone subject to any physical or mental disorder should
receive equal treatment as those who are physically fit.
Technology has expressed its support for people with physical
impairments ensuring these populations enjoy life as others.
Despite technological support parents, close relatives and
friends should as well express their support to the physically
challenged. Away from social life, there should be developed
curriculum to aid a child with hearing loss. Children with
hearing impairment have spelled out objectives, strategies, and
general principles education. More importantly despite radical
improvements in the field of technology availing the best
devices for children with hearing loss, its equally important for
parents, guardians or another close relative to the children with
hearing impairment to frequently engage in a controversial talk.
It will have an impact of reducing development of low self-
esteem. This will as well act as means of coaching to assist
develop their listening skills
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