Audio description accompanying video content as a compensatory tool in socialization and cognitive-linguistic development of children with visual impairment: the search for theory for alternative AD application

IF 2.2 Q2 PSYCHOLOGY, DEVELOPMENTAL Educational and Developmental Psychologist Pub Date : 2021-03-22 DOI:10.1080/20590776.2021.1899750
M. Zabrocka
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引用次数: 1

Abstract

ABSTRACT Purpose: This article’s aim is to discuss the potential of audio description (AD) in two contexts: (1) developmental and educational difficulties experienced by children with low vision or total blindness; (2) psycho-social importance of access to mass media by children and adolescents. Method: The considerations presented here are formed on the basis of a literature review and – by referring to well-established theories – draw from several different fields, for example (typhlo)psychology, (typhlo)pedagogy, and media accessibility. Results: The existing evidence base shows that visual stimuli are a spur in children to start conversation, which, in turn, supports acquisition of communication skills and new knowledge. This suggests psychological and educational consequences for children with severe visual impairment. Conclusions: The present article explains why AD may be an effective tool to compensate for the lack of sight in children with severe visual impairment who may be missing out on important opportunities in terms of their overall growth and personal development. It also includes information for caregivers and teachers on why it is worth to use AD as a supportive tool for children with typical vision. The information provided may also act as a guideline for AD creators to reconsider the content and form of AD tracks, consequently optimizing the effectiveness of their products and increasing the social inclusion of children with visual impairment.
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伴随视频内容的音频描述作为视觉障碍儿童社会化和认知语言发展的补偿性工具:寻找替代AD应用的理论
摘要目的:本文旨在探讨音频描述(AD)在两种情况下的潜力:(1)低视力或全盲儿童经历的发育和教育困难;(2)儿童和青少年接触大众媒体的心理-社会重要性。方法:这里提出的考虑是在文献综述的基础上形成的,并参考了几个不同领域的成熟理论,例如(伤寒)心理学、(伤寒)教育学和媒体可及性。结果:现有的证据基础表明,视觉刺激是儿童开始对话的刺激,这反过来又支持沟通技能和新知识的习得。这表明严重视力障碍儿童的心理和教育后果。结论:本文解释了为什么AD可能是一种有效的工具来弥补严重视力障碍儿童的视力缺失,这些儿童可能会错过他们整体成长和个人发展的重要机会。它还包括为护理人员和教师提供的信息,说明为什么值得使用AD作为典型视力儿童的支持工具。所提供的信息也可以作为AD创作者重新考虑AD曲目的内容和形式的指南,从而优化其产品的有效性,增加视障儿童的社会包容性。
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来源期刊
Educational and Developmental Psychologist
Educational and Developmental Psychologist PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
13.30%
发文量
28
期刊介绍: Published biannually, this quality, peer-reviewed journal publishes psychological research that makes a substantial contribution to the knowledge and practice of education and developmental psychology. The broad aims are to provide a vehicle for dissemination of research that is of national and international significance to the researchers, practitioners and students of educational and developmental psychology.
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