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

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.