Pub Date : 2021-03-22DOI: 10.1080/20590776.2021.1899750
M. Zabrocka
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.
{"title":"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","authors":"M. Zabrocka","doi":"10.1080/20590776.2021.1899750","DOIUrl":"https://doi.org/10.1080/20590776.2021.1899750","url":null,"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.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75771593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-28DOI: 10.1080/20590776.2021.1923131
J. Diggins
ABSTRACT There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses schoolwide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into homelife, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools.
{"title":"Reductions in behavioural and emotional difficulties from a specialist, trauma-informed school","authors":"J. Diggins","doi":"10.1080/20590776.2021.1923131","DOIUrl":"https://doi.org/10.1080/20590776.2021.1923131","url":null,"abstract":"ABSTRACT There is a myriad of research that demonstrates the links between experiences of trauma and emotional and behavioural issues in children and adolescents. Evidence is now emerging that highlights that schools are a critical system to deliver support and interventions to address childhood trauma. The ReLATE trauma-informed model uses schoolwide trauma specific interventions to support students who require high levels of adjustment in education. The ReLATE trauma-informed model was evaluated as a 12-month intervention at a specialist school for emotional and behavioural difficulties. The intervention led to beneficial adjustment in various emotional and behavioural outcome domains. Significant reductions were found for parent-reported conduct problems, peer problems and total difficulties. The intervention displayed large effect sizes over the 12-month period. New students to the school demonstrated more positive adjustment. Existing students demonstrated nonsignificant positive adjustment. A reliable change was found for Global Impact, which indicated the benefits that occurred from the intervention generalised into homelife, friendships, learning and leisure activities. While previous literature has focused on teacher-observed adjustments, this study provides a parent perspective of student adjustment. This study also provides clarity around trauma-training and discusses the role that psychologists can play as consultants when implementing trauma-informed practice models in schools.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75303374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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