Identification, Assessment and Need of CwHI with Tool. M.Ed Special Education. Language and Communication

1. IDENTIFICATION, ASSESSMENT & NEED OF
CWHI
Language Assessment for deaf
Ambuj Kushawaha

2. INTRODUCTION
WHAT IS
LANGUAGE ??
1. Language is a set of symbols being used
mainly for communication.
2. Language is an aspect of human behavior.
3. Children with normal hearing sensitivity
when enters school has good amount of
functional language.
4. But in case of hearing impaired children
they enter the school to learn language.
5. Each child enters in school with lot of
heterogeneity

3. What is
Assessment
??
Definition:
“ Assessment is process of finding out present status
of skills/knowledge/development/functioning of an
individual or a group, which can be used
purposefully in future.
Author ?

4. What is the Role
of language
assessment ??
The role of language assessment is
–
1. Plays a role of cornerstone
2. Gives idea of entry level skills
3. Helps in planning instructional
goals
4. Gives idea of progress
5. Educational placement

5. Where it is language
assessment is
down ??
Language assessment ids down by –
1. Educational Assessment centres
2. Schools
3. Clinics
4. Research centres
5. Home

6. Rubi is 4 year old child is diagnosed with severe to profound hearing loss and is fitted with
suitable hearing aid. Her mother come to clinic for language assessment.
How to educator assess her language ????
How to do
language
assessment?
 I will check language components
& skills
• Phonology
• Morphology
• Syntax
•
 Content
• Semantic
 Use
• Pragmatic

7. Can you
explain what
it is ???
There are a number of components that
are universal and there are some
features that maybe unique to some
languages.
The first component of language I would
like to present is phonology. What
exactly is phonology?
Phonology is the study of sound
(Greek).

8. In linguistics, phonology is the study
of speech sounds in a particularlanguage.
Study and use of individual sound units in a language
and the rules by which they are combined and
recombined to create larger language units.
•Phonemes are the unit of sound such as /s/or/b/, they
do not convey meaning.
•Phonemes alter meaning of words when combined
(e.g., sat to bat).
Phonology

9. Phoneme..
A phoneme is a unit of sound in speech. A phoneme
doesn't have any inherent meaning by itself, but when
you put phonemes together, they can make words.

10. Some people think that we only get one sound when we
combine “t” and “h” but we actually get 2. Here are the
examples:
 Sound out the word THREE. Repeat it a few
times.
 Now sound out the word THERE. Repeat it and
think about how the /th/ sound differs from
the first example.
 Other examples: THIS and THIN.
 This sound is not common in all languages.
Please click on the mike for sound.

11. Phonological Deficits
 Frequently appear as articulation
disorders.
–Child omits a consonant: “oo” for you
–Child substitutes one consonant: “wabbit” for rabbit
–Discrimination: child hears “go get the nail” instead of
mail

12. 1. Morphology is the study of word formation.
2. This component of language focuses on the internal structure of
words.
3. Study and use of morphemes, the smallest units of language that have
meaning.
4. •A morpheme is a group of sounds that refers to a particular object, idea,
or action.
–Roots can stand alone (e.g., car, teach, tall)
–Affixes are bound such as prefixes and suffixes and when attached
to root words change the meaning of the words
(e.g., cars, teacher, tallest)
Morphology

13. Morphemes are the smallest unit of linguistic
meaning or function. For example: consider the
words sheep and dog. Each one of these words is a
single morpheme but I can put them together and
create another word which is sheepdog. I can then
say that this new word consists of 2 different
morphemes. I can also take it to another level and
pluralize it which gives us “sheepdogs”. Now this
word contains 3 different morphemes because the
“s” is considered a morpheme as well.

14. •may not use appropriate inflectional endings in
their speech
(e.g., “He walk” or “Mommy coat”).
•lack irregular past tense or irregular plurals
(e.g.,drived for drove or mans for men).
Morphological Deficits

15. 1. Study of the rules by which words are organized in to phrases or
sentences in a particular language.
2. Referred to as the grammar of the language and allows for more
complex expression of thoughts and ideas by making references to
past and future events.
3. Syntax is most related to grammar. It has to do with sentences and
their structure.
4. The English language has a certain word order we have to follow if we
want to create useful language. The basic sentence in English consists
of subject, verb, and object (SVO) as is represented in this simple
sentence: I eat breakfast. This sentence is grammatically correct
because the words are presented in the right order.
Syntax

16. • Lack the length or syntactic complexity
(e.g., “Where Daddy go?”).
• Problems comprehending sentences that
express relationship between direct or
indirect objects.
• •Difficulty with wh questions
Syntactic Deficits

17. This particular branch of language refers to meaning.
What makes a speaker of English make sense of a sentence such as this –
“I saw the science teacher in the lab.”?
The larger meaning component of language.
•More than single words , includes complex use of vocabulary , including
structures such as word categories , word relationships , synonyms,
antonyms, figurative language , ambiguities, and absurdities .
Semantic

18. • Limited vocabulary especially in adjectives
,adverbs , prepositions or pronouns.
• •Longer response time in selecting vocabulary
words.
• •Fail to perceive subtle changes in word
meaning : incomplete understanding and
misinterpretations.
• •Figurative language problems
Semantic Deficits

19. • Knowledge and ability to use language
functionally in social or interactive
situations.
• Integrates all the other language skills,
but also requires knowledge and use of
rule governing the use of language in
social context.
Pragmatics

20. • Problems understanding indirect requests
(e.g., may say yes when asked “Must you
play the piano?”).
• •May enter conversations in a socially
unacceptable fashion or fail to take turns
talking.
• •Difficulty staying on topic.
Pragmatic Deficit

21. What is the
process &
scope??
Process Find out
present
status
Helps in setting
future goals
Collecting preliminary data
regarding the client
Selection of tool
Administering test
Recording responses
Scoring
Report writing

22. Scope of Assessment
 Direction: Flow of language from or towards individual. Reception related areas,
Expression related areas, Interaction related areas to be assessed
 Level: Language competence, performance
 Phases: Pre-intervention assessment, ongoing assessment, post-intervention
assessment
 Purpose: Screening, diagnosing, planning teaching strategies, vocational
placement
 Procedures: Direct (natural manner to communicate)& Indirect (use of language
rules to complete linguistic task)

23. Count..
 Measures: Discrete (assessment of important elements of language e.g.
syntax, semantics) & integrated (global understanding of language
performance)
 Mode: Aural-oral, visual-graphical, visual manual, visual facial.
 Components: Phonological, morphological, syntactic, semantic
pragmatic knowledge.
 Characteristics: Reliability, validity, practicality
 Types: Formal, Informal assessment.
 Techniques: Observation, interview, testing, exam.

24. Concerns of Language Assessment
 Assessment without intervention is of no use hence
assessment results should be linked with intervention.
 Standardized test has to be developed in more Indian
languages so it can be popularly utilised as well as
awareness standardized test will increase.
 Training of how to administer standardized test, how to
prepare informal test.
 Professionals are not well versed with the components
of language assessment.

25. Checklist For Pragmatic
Language Skill
 (Ref. learning to communicate early in life-A handbook for developing
pragmatic language skills in young children-by Ruth and Johnson)
1) needs no improvement
2) Acceptable
3) Nceds improvement
4) Critical need to improvement
5) Non existent)

26. Assessment Of Pragmatic Skill

27. PRAGMATIC BEHAVIOUR SIMPLE ACTIVITIES
1. Responds to greetings Observe the client's response when you say, "hi ! How
are you?" Put your hand out to shake
2. Make of Request Ask child to draw a circle but don't immediately provide
a pencil. Ask "what would you say to your mom if you
were in the grocery store and wanted a candy bar?"
3. Describe Events Ask the child what he or she did this morning. Ask the
child to tell you about a holiday or special occasion
4. Take Turns Ask the child to alternately count or recite the alphabet
with you (e.g. you say .a. child says b.
5. Follow Commands Ask the child to turn his or her paper over and draw a
happy face or a square. Say to the child "touch your
ears, and then clap your hands twice."

28. PRAGMATIC BEHAVIOUR
6. Make Eyes Contact Consider whether the child has maintained normal eye
contact during the other parts of this assessment. Ask
the child to tell you his or her address and/or phone
number
7. Repeat Ask the child to repeat the following sentences Michael
is 7 years old The oven door was open . She got a new
book for her birthday
8. Attend To Task Consider how the child has attended to this assessment.
Ask the child to describe a picture you provide
9. Maintain Topic Ask the child to tell you about a recent movie or TV
show he or she has watched. Ask a child to describe a
hot dog.
10. Role Play Ask the child to be the “teacher" for a while and give you
things to complete. Pretend you are in a fast food
restaurant. Tell the child to be the cashier while you
pretend to be the Customer

29. PRAGMATIC BEHAVIOUR
11. Sequence Action Ask the child to describe the steps involved inmaking the
bed, buying groceries, or writing a letter.
12. Define Words Ask the child to define words such as
Scissors
Kitchen
Computer
13. Categorize Ask the child if the following words are days ormonths:
Sunday
June
April
Wednesday
14. Understand Object Functions Ask the child to show you how to use scissors. Askwhat
a ruler is used for.
15. Initiate activity or dialogue Place an odd-looking object on the table and see if the
child asks what it is. Observe the child with his or her
parents, teacher, or with other children.

30. Reference
 Ahuja,G Language Assessment ppt.
 Habib, A Language and its components.