CHAPTER 6
TYPES, CHARACTERISTICS, AND
IDENTIFICATION OF LEARNERS WITH
DIFFICULTY SEEING, HEARING AND
COMMUNICATING
LEARNERS WITH DIFFICULTY SEEING
Legal definition of some terms by Heward 2017
VISUAL ACUITY
-refers to the ability to
distinguish forms or
discriminate among details.
It is usually measured by
reading letters, numbers or
other symbol from the
Snellen Eye Chart.
LEARNERS WITH DIFFICULTY SEEING
Legal definition of some terms by Heward 2017
LEGAL BLINDNESS
-refers to having a
visual acuity of 20/200
or less in the better eye
with the use of a
corrective lens.
LEARNERS WITH DIFFICULTY SEEING
Legal definition of some terms by Heward 2017
PARTIALLY SIGHTED
-are those individuals
whose visual acuity in
the better eye after
correction falls between
20/70 and 20/200.
LEARNERS WITH DIFFICULTY SEEING
Legal definition of some terms by Heward 2017
TUNNEL VISION
- is a condition of having a
perception of viewing the world
through a narrow tube. In this
case, central vision may be good,
but the peripheral vision is poor at
the outer ranges of the visual
fields.
The following are the educational definition of terms
related to having difficulty in seeing.
• VISUAL IMPAIRMENT means having impairment in
vision that, even with correction, adversely affects a
learner’s education performance.
• TOTAL BLINDNESS refers receiving no useful
information through sense of vision.
• FUNCTIONAL BLINDNESS means having little vision
that one learns primarily through the tactile and auditory
senses.
CHARACTERISTIC OF LEARNERS WITH
DIFFICULTY SEEING
• COGNITION AND LANGUAGE
• Learners with difficulty in seeing usually perform more poorly
to those with normal vision in terms of cognitive tasks that
required comprehension or relating various kinds of
information.
• MOTOR DEVELOPMENT AND MOBILITY
• Blindness may also delays and deficits motor development.
• SOCIAL ADJUSTMENT AND INTERACTION
• Children with visual impairment may engage in less
play, with could affect their social skills development.
Among adolescent, having visual impairments may
increase social isolation and more effort on the part of
individual with visual impairment is needed to be able
make and keep friendship.
Table 6.1: Types and Causes of Visual Impairment
CONDITION Definition of Cause Remarks and Implications
Reduction in or loss of vision in the Close work may result in eye
weaker eye from lack of use; caused fatigue, loss of place, or poor
Amblyopia by strabismus, unequal refractive concentration; seating should
errors, or opacity of the lens or cornea. favor the functional eye.
Distorted or blurred vision caused by Loss of accommodation when
irregularities in the cornea or other objects are brought close to
Astigmatism surfaces of the eye that produce the face; avoid long periods of
images on retina not in equal focus reading or close tasks that
(refractive error) cause discomfort; child may
complain of headaches and
fluctuating vision.
Cortical Visual Impaired vision caused by Visual functioning may
Impairment damage to or malfunction of fluctuate depending on
(CVI) the visual cortex or optic lighting conditions and
nerve (or both); causes attention; vision usually
include anoxia, head injury, does not deteriorate;
and infections of the central improvement sometimes
nervous system; many occurs over a period of
children with CVI have time.
additional disabilities, such
as cerebral palsy, seizure
disorders, or intellectual
disabilities.
Difficulty seeing near objects clearly Loss of accommodation when
Hyperopia but able to focus on distant objects objects are brought close to the
(Farsightedness) caused by a shorter than normal eye face; avoid long periods of
that prevents light rays from reading or close tasks that
converging on the retina (refractive cause discomfort.
error).
Central area of the retina gradually Tasks such as reading and
Muscular deteriorates, causing loss of clear writing are difficult; prescribed
Degeneration vision in the center of the visual field; low vision aid or closed circuit
common in older adults but fairly rare TV, provide good illumination
in children. avoid glare.
Distant objects are blurred or not seen Encourage child to wear
Myopia at all but near objects are seen clearly; prescribed glasses or contact
(Nearsightedness) caused by an elongated eye that lens for near tasks, child may
focuses images in front of the retina be more comfortable working
(refractive error). without glasses and bringing
work close to face.
Rapid involuntary, back-and-forth Close tasks for extended period
movement of the eyes, which makes it can lead to fatigue; some children
difficult to focus on objects; when the two turn or tilt head to obtain the best
eyes cannot focus simultaneously, the focus, do not criticize this.
Nystagmus
brain avoids a double image by
suppressing the visual input from one eye;
the weaker eye (usually the one that turns
inward or outward) can actually lose its
ability to see; can occur on its own but is
usually associated with other visual
impairments.
Inability to focus on the same object with Classroom seating should favor
both eyes because of an inward or outward student’s stronger eye some
deviation of one or both eyes; caused by students may use one eye for
Strabismus muscle imbalance; secondary to other distance tasks and the other eye
visual impairments. for near tasks frequent rest periods
may be needed during close work;
may need more time to adjust to
unfamiliar visual tasks.
Identifying Learners with Difficulty Seeing
• Deficits in eye movement abilities (ocular motility)
• Dysfunction in eye teaming (binocularity)
• The Snellen Chart – is used to test
visual acuity. It was developed by a
Dutch opthalmologist in 1962, and still
widely used tool in measuring visual
acuity today. It consists of row of letters,
with each row corresponding to the
distance that a normally sighted person
could discriminate letters
(Heward,2017).
Identifying Learners with Difficulty Seeing
• The Vision Services Severity Rating Scale (VSSRS)
It was developed by the Michigan Department of Education
(2013) in order to assist the Teacher Consultant for the
Visually Impaired (TCVI) or Teacher of the Visually Impaired
(IVI) in making recommendations for services to students who
are blind or visually impaired.
Learners with Difficulty Hearing
There are a number of important terms related to learners with
difficulty hearing.
• Deafness is defined as severe hearing loss in that the learner is
impaired in processing linguistic information through hearing, with or
without amplification, and which negatively affects a learner's
educational performance.
• Hearing loss pertains to loss in hearing, whether permanent or
fluctuating, that negatively affects a leaner's educational
performance, other than those that qualify as deafness.
• Residual hearing refers to some sounds perceived by most
deaf people.
• Individuals who are hard of hearing those who can use
their hearing to understand speech, generally with the help
of hearing aid.
• Deaf culture prefer terms such as Teacher of the Deaf,
School for the Deaf, and Deaf Person. Note that Deaf here
is, spelled with capital D (Heward, 2017).
• Here are some important terms related to sound.
Decibels (dB) refer to the intensity or loudness of sound.
Zero hearing-threshold level is the smallest sound a person with
normal hearing can perceive; also called the audiometric zero.
CHARACTERISTICS OF LEARNERS WITH DIFFICULTY SEEING
• Literacy
Learners with hearing loss are at a great disadvantage of acquiring
language skills. Most of what we learn in terms of vocabulary and
knowledge of grammar, word order, idiomatic expressions, fine shades of
meaning and other aspects of language are acquired through listening.
• Speaking
It is common for children who are deaf or hard of hearing to have
atypical speech. Aside from having difficulty learning a language, they
also could not hear their own speech, which makes it difficult to assess
and monitor it.
• Academic Achievement
Students with difficulty hearing usually perform poorly than
their peers with normal hearing. It is important to note that
academic performance is not equated with intelligence.
• Social Functioning
Hearing loss may result to feelings of isolation, having no
friends, and unhappiness in school, as this limits
socialization with peers.
Types and Causes of Hearing Loss
• Conductive Hearing Impairment. It involves a problem with the
conduction or transmission of sound vibrations to the inner ear.
• Sensory Hearing Impairment. This refers to the damage to the
cochlea.
• Neural Hearing Impairment. This refers to the abnormality of the
auditory nerve pathway.
• Mixed Hearing Impairment. This refers to any combination of
conductive sensory, and neural hearing loss.
• Unilateral Hearing Loss. This is hearing loss in one ear.
Types and Causes of Hearing Loss
Unilateral Hearing Loss. This is hearing loss in one ear.
Bilateral Hearing Loss. This is hearing loss in both ears.
Congenital Hearing Loss. This is hearing loss present at birth.
Acquired Hearing Loss. This is hearing loss that develop after
birth.
Prelingual Hearing Loss. This is hearing loss before the
development of spoken language.
• Postlingual Hearing Loss. This hearing loss happened after the
development of spoken language.
Table 6.4: Possible Causes of Hearing Loss
Congenital Acquired
Genetic Factors – Autosomal dominant Otitis media – A temporary, recurrent
hearing loss, when one parent passes on à infection of the middle ear.
dominant gene for hearing loss to a child;
autosomal recessive hearing loss, when both
parents have recessive genes for hearing
loss; X- linked hearing loss, when the mother
carries the recessive trait for hearing loss on
the sex chromosome and passes it to a male
offspring but not to females .
Maternal Rubella - When a pregnant woman Meningitis – A bacterial or viral infections of
contracted rubella, which could cause the central nervous system and is the leading
deafness in the developing child. cause of post lingual hearing loss.
Table 6.4: Possible Causes of Hearing Loss
Congenital Acquired
Congenital Cytomegalovirus – When Meniere’s Disease – Sudden and
a woman contracts cytomegalovirus, unpredictable attacks of vertigo,
which risks deafness in the developing fluctuations in hearing, and tinnitus
child. (perception of sound when no outside
sound is present).
Prematurity Noise Exposure – Repeated exposure
to loud sounds
Classification of Hearing Loss
Table 6.5: Classification of Hearing Loss
Degree of Classification Impacts on Speech and language
Hearing loss
27 to 40 dB Slight • No difficulty understanding speech in quiet
settings, but noisy environments pose problems
to learning
• May benefit from favorable setting and sound
field amplification
41 to 55 dB Mild Can understand face-to-face conversation with
little difficulty Misses much of classroom
discussion-particularly when the speaker cannot
be seen clearly or several students are speaking
at once.
•May have some classmates who are unaware
he/she has a hearing loss
•Benefits from a hearing aid
•Most benefit from speech and language
assistance from a speech-language pathologist
56 to 70 dB Moderate • Without hearing aid can hear conversational
speech only if it is near, loud, and clear Finds it
extremely difficult to follow group discussions Full-
time amplification is necessary.
•Speech noticeably impaired but intelligible
• Many benefit from time in a special class where
intensive instructions in language and
communication can be provided
71 to 90 dB Severe • Can hear voices only if they are very
loud and 1 foot or less from the ear.
• Wears a hearing aid, but it is unclear
how much it helps •Can hear loud sounds
such as a slamming door, vacuum
cleaner, and airplane flying overhead .
• May distinguish most vowel sounds but
few if any consonants
•Communicates by speech and sign
•May split school day between a special
class and a general education classroom
with an educational interpreter.
91 dB or Profound • Cannot hear conversational speech
more •Hearing aid enables awareness of certain
very loud sounds, such as a bass drum
means of communication
• Vision is primary modality for learning
• American Sign Language likely to be
first language and principal
• Has not developed intelligible speech
• Most require full-time special education
program for students who are deaf
IDENTIFYING LEARNERS WITH
DIFFICULTY IN HEARING
◦ - identifying learners with hearing problems may be
challenged for parents and teacher it can be mistaken
as another problem and may be misdiagnosed ( e.g.,
attention deficit disorder (ADD), especially if
hearing loss is unilateral or it can go undiagnosed
and thus may affect student learning.
Table 6.6: Signs that a child has hearing
problem
◦ 1.Speech problem
◦ - some of the speech problems which can be due to hearing difficulty our
inability to say words correctly delays in language learning and communication
and opting to use nonverbal guesstures over verbal communication.
◦ 2. Inattentiveness
◦ - when a child does not respond when being called it could be a sign of hearing
the faulty in order to differentiate selective hearing (i.e.deliberately not
responding which is common among children) from a genuine hearing problem
we have to look a consistency
◦ 3. Increasing volume
◦ - if a child puts the volume on the tv you know your computer to high or if he or she
speaks louder than the most severe then this could also boo indicative of hearing problem
◦ 4. Not following directions
◦ -children with hearing difficulty also had difficulty with language and thus may be
confused the direction find it difficult to follow directions or consistently ask for
instruction to be repeated
◦ 5. Learning difficulties
◦ - another sign of hearing problem when i student experience learning problem in school.
For instance a teacher may complain that student does not pay attention does not listen
ignores or does not pay attention does follow instructions or does not respond or find it
difficult to keep up with conversation
◦ 6 social withdrawal
◦ - individuals with hearing problem tend to avoid social situation and thus may not
participate in activities as sport parties or even family gathering.
Assessment of hearing loss
◦ The following are different ways hearing loss is assess (Hewerd ,2017)
AGE EXPECTED AUDITORY BEHAVIOR
Birth to 3 months • startles to loud noises
•coos and make pleasurable gurgling sounds
• turns to voices
• quiet downs or smile when spoken to
• stairs are awakens from sleep to allowed
sound relatively close
4 to 6 months • engages in vocal play when alone; gurgles
• Babbles with speech like sound
• turns eyes towards direction of sounds
• notices toys that makes sounds
• Laugh and chuckle
7 to months to 1 year • response differently to a cheerful voice
versus an angry voice
• response to music or singing
• vocalizes emotion
• babbling acquires inflection and contains
short and long groups of speech sound ( tata,
upup, bibibi)
• try to imitate the speech sound of others
• turns head in the direction of the source of
sound
• ceases activity when parents voice is heard
• response to own name and request such as
"want more?" or " come here"
•uses of few words ( mama or dada,doggie)
by first birthday
◦ Puretone audiometry- used to assess the hearing of older children and adults
by determining how loud sounds at various frequencies must be for one to
hear them
◦ Audiometer - you switch an electronic device that generates pure tones at
different level at intensity and frequency.
◦ Speech reception test- it tests a person detection and understanding of speech
sound.
◦ Alternative audiometric techniques- it includes play audiometry in which
child if taugh to perform simple but distinct activities whenever one hears
the signal speech or pure tone ; operant conditioning audiometry in which
the child receives the token when a button is pushed in the presence of a light
paired with the sound and behavior observation audiometry which is a
passive assessment procedure in which the child's reaction to sounds is
observed
LEARNERS WITH DIFFICULTY
COMMUNICATING
◦ Communication- refers to all aspects which make up any exchange
of meaning including speech, language, voice , fluency and
nonverbal and pragmatic communication behavior
3 ELEMENTS OF
COMMUNICATION
◦1. A message
◦2. A sender or the one who expressed the
message
◦3. Receiver or the one who responds to the
message
5 Dimmention of language
◦ Language - is a formula is called used by a group people in order
communicate with one another
◦ 1. Analogy or the linguistic rule governing our languages sound system
◦ 2. Morphology or the language basic unit of meaning and how this unit are
combined into words
◦ 3. Syntax on the system of rules that govern the meaningful arrangement of
words
◦ 4. Semantics or the meaning of words and combination of words
◦ 5. Pragmatics are the social use of language
◦ Communication disorder-the first do impairment in the ability to
receive, send ,process and comprehend concept of verbal
nonverbal and graphic symbols system
◦ Speech or language impairment- pertains to deviation so far from
the speech of other people that it call attention to itself it refers
with communication or provokes distress in the speaker or listener
◦ Language disorder- refers to impaired comprehension and or used
to spoken writing and or other symbol system
◦ Receptive language disorder -is the lack of ability to make sense or
identify sounds and words it also called the how dito reprocessing
disorder
◦ Expressive language disorder -is the difficulty in expressing
◦ Fluency disorder-refers to difficulty forming sounds words and phrases
because of neurological reason
◦ Speech sound disorder- pertains to difficulty in making a specific sound
even though there is no physical reason for it
◦ Oral muscular disorders-a physical disorder where in the muscles
controlling speech are impaired injured or developmentally abnormal
◦ Dysarthria- refers to the lack of ability to execute movement involved in
speech which is a motor planning disorder.
◦ Apraxia- is the inability to coordinate speech movement also a motor
planning disorder
◦ Mutism- is an ability to produce speech where in muscle are an able to move
◦ Mutism- is an ability to produce speech where in muscle are an able
to move
◦ Delayed language- pertains to the language of a child who is slow to
develop language skills in the context of typical development of
motor and other cognitive skills
◦ Phonological disorder- is the difficulty with phonological rules that
govern the pattern of speech production
◦ Developmental articulation disorder to difficulty with particular
sound that may relate structural differences such as cleft palate ,or
learned movement such as lisp ( Ferguson and Armstrong,2009
Hewerd 2017; Speech language Disorders n.d)
Umbrella of communication disorder
Characteristic of learners with difficulty
communicating
◦The following describes the characteristics of learners with difficulty
communication ( Hewerd 2017; Loncke 2011)
◦Speech sound errors- this could include the following distortions when
speech sound like the intended phoneme other than another speech such but
it's wrong, substitutions, when one sound is used as substitute for another,
omissions ,when certain sounds are omitted; and addition when extra sound
are added.
◦Articulation disorder- when one is not able to produce a given sound
physical because that sound is not in once repertoire.
◦ Phonological disorder-when one has the ability to produce a
given sound but does so in consistently
◦ Stuttering - wendy is a rapid-fire repetition of consonants
and vowel sounds specially at the beginning of words
recitations, interjections and complete verbal blocks
◦ Cluttering - when there is excessive ,speech rate,
repetitions, exercise ,mispronounced sound and poor or
absent use of pauses
◦ Language disorders- it could be receptive which involves
understanding of language or expensive which involves the
productio
◦ Voice disorders- it characterized by having abnormal
production and or absences or voice quality pitch
loudness resonance and or duration that is inappropriate
for once age and or sex
◦ Psychological and behavioral characteristics- limitations
in communication skill could have an effect on other
developmental domains including social, cognitive, and
academic development
Type of communication disorder
◦ Communicatation disorder include language disorder speech sound disorder
social ( pragmatic)communication disorder and childhood-onset fluency
disorder (stuttering)( American psychiatric association 2013)
◦ Language disorder-it refers to the persistent difficulties in the acquisition
and use of language across various modalities, including spoken, writen,
sign language, for others as a result of deficits in comprehending or
producing language.
◦ Speech sound disorder-, involves having persistent difficulty which speech
sound production that interferes with the understandability a speech or
prevent verbal communication of messages
◦ Childhood-onset fluency disorder ( Stuttering)- involves disturbances in the normal
fluency and time patterning of speech that are inappropriate from what is expected of
one's age and language skills and endures overtime
◦ Social (pragmatic) communication disorder- this refers to difficulties in the social use of
verbal and nonverbal communication. Is difficulties are manifested in the following
◦ 1. Deficits in the use of communication for social purposes
◦ 2. Lack of ability to change communication to match context or the needs of the listener
◦ 3. Difficulties following rules for conversation and storytelling
◦ 4. Difficulties understanding what is not explicitly stated Unspecified communication
disorder- pertains to having symptoms that are characteristics of communication disorder
that cause significant distress to an individual or impairment in social occupational or
other areas of functioning but do not meet the full criteria of the abovemention disorder
Causes of communication disorder
◦ Apashia-the loss of ability to process and use speech
◦ Genetics-phonological disorder and stuttering could be
linked to generic causes
◦ Environmental factors- for instance when children are
punished for talking gesturing or trying to communicate or
the lack of stimulation and motivation participate in
communication or interact with other at home
IDENTIFYING LEARNERS WITH DIFFICULTY COMMUNICATING
◦ The following areas can be looked into in order to identify learners with
difficulty communicating (Heward,2017)
◦ Case history of physical examination- the child's case history is documented
biographical information as well as milestones of child's development is asked
from parents and the specialist the physical examination of the child mouth in
order to find whether there are any irregularities in the tongue, lips, teeth, palate
or other structures that could affect speech production.
◦ Articulation-the specialist assesses speech errors and records sounds that are
produced incorrectly type of mispronunciation and number of errors.
◦ Hearing-the child's hearing is evaluated in order to identify whatever it is a child
hearing problem that is causing the communication disorderIDENTIFYING
◦ Phonological awareness and processing-when children lock phonological
awareness and processing skills they could have problems with deceptive
and expressive spoken language as well as difficulties in learning to read.
◦ Overall language development and vocabulary- test that measure a child
vocabulary (e.g Peabody picture vocabulary test-4 (Dunn and Dunn, 2006)
as an indicator off language competence can be administered.
◦ Assessment of language function-this includes the identification of learners
strength to weaknesses in values language function, then comparing them to
language and communication skills are typically developing children.
◦ Language samples- samples of child's expressive speech and language are
taken and examined
◦ Observation in natural setting- children's use of language are observed as
they engage in everyday activities
LEARNERS WITH AUTISM
SPECTRUM DISORDER
◦ Autism- is a developmental disability that affects
one's verbal and nonverbal communication and
social interaction
◦ Autism spectrum disorder or ASD- refers to
persistent deficits in social communication and
social interaction across various contexts
CHARACTERISTIC OF LEARNERS WITH AUTISM
SPECTRUM DISORDER
◦ The following are the characteristics of learners with autism spectrum disorder
Domain Characteristics
Social communication impairments Social difficulties:
•Demonstrating appropriate play skills
•Some may reject or ignore the social
approaches of others
•Responding to initiating joint attention for
social purposes
•Using and interpreting body language
•Staying one topic, turn taking, asking related
are appropriate questions during conversation
•Taking other people's perspective
Speech/Language impairments For those who are non-verbal
•Delay in, or lack of,spoken speech/languagel
•Lack of an effective way to communicate
For those who are verbal
•Delayed or immediate echolalia
•Stereotyped or repetitive use of non ecologic
language routines
•Use of idiosyncratic speech
•Immature grammatical structure
•Abnormal use of pitch, intonation rhythm
or stress
For both verbal and nonverbal
•Delayed vocabulary development
•Difficulty following directions
•Difficulty understanding abstract concepts
•Difficulty interpreting social language
Restricted repetitive and stereotype patterns •Stereotyped repetitive motor movements
of behavior interest and teva teas such as hand flapping or finger licking
•Excessive adherences to routines and
sameness
•Ritualized patterns of behavior
•Highly restricted, fixated interest that we
abnormal in intensity of focus
Sensory differences • visual input sensitiveness- starting at spinning
objects, being bothered, by fluorescent light
• Auditory input sensitiveness-covering ears
during loud noises preferring loud music or
man at all in the car
•Tactile input sensitiveness-disliking getting
hands or feet messy avoiding/referring certain
surfaces , texture, or fabrics
•Taste/Smell sensitiveness-not eating in foods
licking or tasting non-food items
•Proprioceptive input sensitiveness-
difficulties interpreting sensations from
muscles, joins, ligaments and tendons
•Vestibular input sensitiveness-over or under
sensitiveness to balance and movement
sensations
Executive function impairment •Difficulty with executive functioning tasks
such as sequencing the order in which to dress
oneself, completing a homework assignment
•Rigid,inflexible thinking
•Executive functioning difficulties at basic
levels such as sustaining for long attention to
an activity or dividing attention between two
activities at once
Common learning characteristics •Demonstrate exceptional rote memory skills
•Being better able to process information
when presented visually
•Difficulty with unstructured time or
extensive waiting
•Difficulty generalizing learned skill from
one setting to another
•Difficulty with organization of materials
and activities
•Highly achieving is some specific areas and
doing poorly in the rest
CAUSES OF AUTISM SPECTRUM DISORDER
◦ The following are the risk factors for autism spectrum
disorder according to american psychiatric association
(2013)
◦ Environmental- risk factors includes the parental age, low
birth weight, or fetal exposure to substance such as
valproate.
◦ Genetic and Physiological - is heritable to some extent,
and having a family member with ASD increase the risk of
developing it
IDENTIFYING LEARNERS WITH
AUTISM SPECTRUM DISORDER
◦ Social communication questionnaire (Rutter,Bailey and Lord, 2003)
- a 40 item scale accomplished by a parent or primary caregiver.
◦ Autism spectrum screening questionnaire- (,Eshlers, Gillberg, and
Wing 1999)- a 27 item scale accomplished by parents and teacher.
It is used for screening high-functioning ASD in children
◦ Autism diagnostic interview and how to use him diagnostic
observation schedule -the semi-structured interview of the primary
caregiver of the child or adult suspected of having autism
administered by a trained examiner.
Speech and language developmental
milestones
Yes No Birth to 3 months
•Reacts to loud sounds
•Come down or smiles when
spoken to
•Recognizes your voice and
calms down if crying
•When feeding the start or stop
sucking in response to sound
•Has a special way of crying
for different needs
•Smiles when he or she sees
you
Yes No 4 to 6 months
•Follow sounds with his or her
eyes
•Response to changes in the
tone of your voice
•Notice toys that make sounds
•Pays attention to music
•Babbles in speech like way
and uses many different
sounds including sounds that
begin with p,b and m
•Laughs
•Babbles when excited or
unhappy
•Makes gurgling sound when
alone or playing with you
Yes No 7 months to 1 Year
•Enjoy playing peek-a-boo and
pat-a-cake
•Turns and looks in the
direction of sounds
•Listens when spoken to
•Understand words for
common items such as" cap","
shoe","juice"
•Responds to requests (come
here)
•Babbles using long and short
groups of sound
( tatta,upup,bibibi)
•Communicates using gestures
such as waving or holding up
arms
•Imitates different speech
sounds
•Has one or two words
(hi,dog,dada, or mama) by first
birthday
Yes No 1 to 2 Years
•Nose a few parts of body and
can point to them when asked
•Follow simple commands
(roll the ball) and understand
simple questions (where youre
shoe)
•Enjoy simple stories, songs
and, rhymes
•Points to pictures when name
in book
•Acquired new words on a
regular basis
Yes No 1 to 2 Years
•Use some one or two word
question ( where kitty? Or Go
bye bye)
•Puts two words together
(more cookie)
•Uses many different
consonant sound at the
beginning of words
Yes No 2 to 3 Years
•Has a word for almost
everything
•Use two or three word
phrases to talk about and asked
for things
•Uses k,g,f,t,d and n sounds
•Speaks in a way what is
understood by family member
and friends
•Names of jek to ask to them
or to direct attention to them
Yes No 3 to 4 Years
•Here's you when you call
from another room
•Heats the television or radio
at the same sound level as
other family members
•Answer simple
who ,what ,where and why
questions
•Talks about activities and
daycare, preschool, friends
homes
•Uses sentences with four or
more word
•Speaks easily without
repeating syllables or words
Yes No 4 to 5 Years
•Pays attention to short story
and answers simple question
about it
•Here's and understands most
of what is said at home and in
school
•Uses sentences and give me
the details
•Tell stories that stay on topic
•Communicates easily with
other children and adults
•Face massage correctly
except for a few (l,s,rv,z,ch,sh
and th)
•Uses rhyming word
•Name some letter and
numbers
•Uses adult grammar
