Effects of Television on Activity Pattern of Deaf Children

Running head: EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CHILDREN 1

Effects of Television on Activity Pattern of Deaf Children

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.

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Table of Contents

Abstract 2

Justification of the Study 5

Literature Enhancement 8

The Theory of Mind and Neuro-developmental Disorders of Childhood 11

Life Television Effects 11

Hearing Process 14

Causes of Hearing Impairment 17

Available Treatment Options 17

Creating a good Listening Environment 20

Technology Supporting Hearing Loss 20

Wireless headphones for television 21

Wireless Streaming Devices from Television to Hearing Aids 22

Loop Systems 22

Wireless hearing Aid Streaming 23

Home Theater System 23

Radio Aids 23

Involving Peers 24

Conclusion 28

References 28

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 activities.

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 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 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.

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 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 this link between mass media, mass culture, and child behavior.

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.

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 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 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.

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 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.

Table 1.1 showing hearing loss

Symptoms of hearing impairment among children

During infancy

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.

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.

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 13 and 37 decibels (M = 21.36; SD = 6.87). The hearing devices had been worn for at least three years.

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.

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 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.

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.

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.

For children with hearing impairment, using hearing aids will aid in clearly hearing television. The modern hearing aid model 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.

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.

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.

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 clarity

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 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.

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 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 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 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.

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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