IGNOU BCD-105 Solved Question Paper PDF Download

IGNOU BCD-105 Previous Year Solved Question Paper in Hindi

IGNOU BCD-105 Previous Year Solved Question Paper in English

Q1. (a) Explain the effect of congenital/pre-lingual hearing loss on the following development: (i) Language and communication development (ii) Cognitive development (b) List the four indicators of hearing loss in young babies.

Ans. (a) Congenital or pre-lingual hearing loss, occurring before the development of language, has a profound impact on a child’s overall development. (i) Effect on Language and Communication Development The most significant and direct effect of hearing loss is on the development of language and communication. Typically hearing children learn language naturally by being constantly exposed to the speech and language around them. A child with hearing impairment is deprived of this crucial auditory input.

• Delay in Oral Language: The child may have a delayed or absent babbling stage because they cannot hear their own vocalizations or those of others. They fall significantly behind in understanding and speaking words.
• Limited Vocabulary: The vocabulary of children with hearing loss develops at a slower rate. They often learn concrete nouns (e.g., ‘ball’, ‘cup’) but struggle with abstract concepts (e.g., ‘love’, ‘think’) and function words (e.g., ‘the’, ‘an’).
• Grammatical Difficulties: They often use shorter, simpler sentences and struggle with complex grammatical structures, such as tenses, plurals, and subject-verb agreement. For example, instead of “The boy is running,” they might say, “Boy run.”
• Problems in Speech Production: Because they cannot hear language clearly, their speech may be difficult to understand. They may omit certain sounds, particularly high-frequency sounds like /s/, /sh/, /f/, and /t/.
• Pragmatic or Social Communication: They may also have difficulty understanding the social rules of conversation, such as taking turns, staying on topic, and understanding another person’s perspective.

(ii) Effect on Cognitive Development

Language and cognition are deeply intertwined. A delay in language can, in turn, affect various aspects of cognitive development, although it is crucial to note that

hearing loss does not mean lower intelligence.

• Concept Formation: Many concepts are learned and understood through language. With limited access to language, children with hearing loss may find it difficult to grasp abstract concepts, cause-and-effect relationships, and classification.
• Store of Information: Children acquire a vast amount of information about the world through “incidental learning”—overhearing conversations, watching television, and listening to others. Hearing loss severely limits this, leading to gaps in their knowledge base.
• Problem-Solving: Solving complex problems often requires internal language or self-talk to reason through steps. A delay in language can impact this ability.
• Memory and Sequencing: Language helps to organize memory. Children with hearing loss may have difficulty remembering verbally presented information and sequencing events in a narrative.

Early identification and intervention, such as the use of amplification and an appropriate communication modality (e.g., spoken language or sign language), can significantly mitigate these effects.

(b) Four indicators of hearing loss in young babies are:

• Does not startle at loud noises: The baby does not jump, blink, or cry in response to a sudden loud sound (e.g., a dropped pan, a slamming door).
• Does not turn head towards a sound source: By 4 to 6 months of age, the baby does not turn their head to locate the source of a sound.
• Changes in or cessation of babbling: The baby does not begin to babble with a variety of sounds by 6-9 months, or their babbling decreases over time instead of becoming more complex.
• Does not respond to their name: By 9 to 12 months of age, the baby does not consistently respond when their name is called.

Q2. (a) Describe any two intervention approaches for language deprived children. (b) Briefly explain Auditory Verbal Therapy (AVT).

Ans. (a) For children with hearing impairment who are deprived of language, several intervention approaches are available. Two prominent approaches are described below: 1. Total Communication (TC) Total Communication is a philosophy rather than a single method. It advocates for using any and all means of communication simultaneously to engage with the child. The primary goal is to make language accessible to the child, whatever it takes. These methods include:

• Formal Sign Language (e.g., Indian Sign Language)
• Fingerspelling
• Speech (Vocalization)
• Lip-reading (Speechreading)
• Audition (using residual hearing)
• Gestures and body language
• Written words

The aim of TC is to find the combination of communication methods that works best for the individual child’s specific needs and strengths. This approach is flexible and acknowledges that no single method may be the best for all children. Often, the educator and parent will speak and sign at the same time (Simultaneous Communication) to give the child both auditory and visual access to the language. Its main benefit is that it does not force a child into one mode and focuses on the success of communication.

2. Bilingual-Bicultural (Bi-Bi) Approach

This approach views deafness as a cultural and linguistic difference rather than a disability. It recognizes that Deaf people have their own community, culture, and language (sign language). The core tenets of the Bi-Bi approach are:

• Sign Language as the First Language (L1): In this approach, the child is first taught the predominant sign language of the country (e.g., Indian Sign Language – ISL). This is considered the child’s natural, accessible language, allowing them to develop a strong linguistic foundation.
• Spoken/Written Language as the Second Language (L2): Once the child is proficient in sign language, the majority language of the community (e.g., English or Hindi) is taught as a second language, primarily in its written form, and sometimes in its spoken form.

The goal of this approach is to make the child competent in two languages and two cultures (the Deaf culture and the hearing culture). It promotes the child’s self-esteem and identity by presenting being Deaf as a positive attribute. It provides a strong language base that is critical for later literacy and academic success.

(b)

Auditory Verbal Therapy (AVT)

AVT is a highly specialized early intervention program designed for children with hearing loss and their families who want to learn to communicate through listening and spoken language. Its primary goal is to coach a child to develop their listening skills so that they can be fully integrated into mainstream education and society.

The key principles of AVT are:

• Exclusive Focus on Listening: AVT emphasizes audition (listening) alone. It actively discourages the use of visual cues like lip-reading or sign language, forcing the child to rely on and develop their auditory skills.
• Advanced Hearing Technology: The child must be fitted with the latest hearing technology, such as powerful digital hearing aids or a cochlear implant, as early as possible, and their use must be optimized.
• Parental Involvement: Parents are considered the child’s primary teachers and therapists. In AVT sessions, the therapist coaches the parents on how to integrate listening and spoken language strategies into their daily routines, rather than teaching the child directly.
• Mainstream Integration: The ultimate aim is to help the child succeed in a regular learning environment alongside their hearing peers.

AVT is an intensive, family-centered approach that requires a significant commitment from the family.

Q3. (a) Explain what are natural environments and four benefits of using these for early intervention. (b) Discuss the six principles of auditory training for children with hearing loss.

Ans. (a) Natural Environments Natural environments refer to the settings or places where children without disabilities typically spend their time. This is in contrast to a clinical or specialized center-based setting. These environments include:

• The home
• The neighborhood park or playground
• The grocery store
• The homes of family members or friends
• A childcare center or preschool

In the context of early intervention, it means providing therapy and learning opportunities within the child’s daily life and routines.

Four Benefits of Intervention in Natural Environments:

1. Development of Functional Skills: Children learn skills in the context where they will naturally use them. For example, learning to say “more” at the dinner table at home is more meaningful than learning it from a flashcard in a clinic. This promotes better generalization of skills.
2. Family-Centered Approach: It involves family members as active participants in the intervention process. Parents learn how to teach their child during daily activities like bathing, feeding, or playing. This empowers parents and makes intervention a continuous process.
3. Increased Learning Opportunities: When intervention is embedded in daily routines, learning opportunities are available throughout the day, not just during a scheduled therapy session. Every interaction can become a language-learning moment.
4. Inclusion and Participation: Intervention in natural environments encourages the child to participate in their family and community life from the very beginning. It reduces isolation and lays the foundation for social inclusion.

(b)

Six Principles of Auditory Training

Auditory training aims to help a child with hearing loss learn to detect, understand, and interpret sound. It is based on the following principles:

1. Early Identification and Management: The earlier the hearing loss is detected and managed with appropriate amplification (hearing aids or cochlear implants), the more effective auditory training will be. Early auditory stimulation is critical for developing the brain’s listening pathways.
2. Optimal Use of Hearing Technology: It is essential to ensure the child’s hearing aid or cochlear implant is functioning perfectly and programmed appropriately for their hearing loss. Daily checks, like the Ling Six Sound Test (/a/, /u/, /i/, /m/, /s/, /sh/), help ensure the child is hearing across the full frequency range of speech.
3. Following a Systematic Hierarchy: Auditory training should progress in a simple-to-complex sequence. This is often described as Erber’s Levels of Auditory Skills :
   • Detection: Knowing a sound is present or absent (e.g., raising a hand upon hearing a sound).
   • Discrimination: Telling if two sounds are the same or different (e.g., ‘ba ba’ vs. ‘pa pa’).
   • Identification: Repeating or pointing to a sound or word (e.g., “Show me the cow”).
   • Comprehension: Understanding the meaning of the heard language and responding to it (e.g., “Put the ball under the table”).
4. Teaching in Meaningful Contexts: Auditory training should be done through play and daily activities rather than isolated drills. Children learn best when the sounds and words are relevant and interesting to them.
5. Prioritizing Audition (Auditory First): The child should be given an opportunity to listen first. Before showing an object or pointing to your lips, present the sound or word auditorily. This is also known as the ‘Listening Sandwich’ technique (listen -> listen+look -> listen).
6. Consistency and Repetition: Developing listening skills requires consistent practice and repetition. Parents and educators should be encouraged to create listening and speaking opportunities throughout the day.

Q4. (a) Describe the following techniques and how they can be used for developing language and communication skills in children with hearing impairment: (i) News and conversation (ii) Visits (b) Explain the Natural method for Language Development in children with hearing impairment.

Ans. (a) Experiential and conversational techniques are highly effective for developing language and communication skills in children with hearing impairment. (i) News and Conversation This is a daily routine where the child is given an opportunity to share an event or experience from their life. It is often a morning group activity in a classroom but can also be done one-on-one at home. How to use it:

1. Presentation: The child tells their ‘news’ to the group or parent. It can be anything from “I went to the park yesterday” to “My cat is sick.”
2. Facilitation: The teacher or parent asks open-ended questions to encourage the child to provide more details. For example:
   • “Who did you go to the park with?” (Who)
   • “What did you do there?” (What)
   • “Which slide did you play on?” (Which)
   • “Why was it fun?” (Why)
3. Expansion: The teacher can expand on the language used by the child. If the child says, “Dog run,” the teacher might say, “Yes, the big brown dog ran fast.”

Benefits:

This technique builds narrative skills (sequencing events), vocabulary (describing feelings, places, people), grammar and sentence structure, and conversational skills (turn-taking, topic maintenance).

(ii) Visits

Planned visits to real-world places, such as a zoo, post office, market, or fire station, provide powerful opportunities for language learning. It makes learning concrete and memorable.

How to use it:

A visit can be structured into three stages:

1. Pre-visit Preparation: Before the visit, the teacher prepares the children for the location. This might involve:
   • Teaching related vocabulary (e.g., ‘animals’, ‘ticket’, ‘cage’ for a zoo trip).
   • Showing pictures or videos of the place.
   • Discussing what they will see and do during the visit.
2. During the Visit: During the visit, the teacher or parent actively engages the child. They point things out, label them, talk about them (“Look, the monkey is eating a banana!”), and ask the child questions.
3. Post-visit Follow-up: The learning continues after the visit. The children can:
   • Have a conversation or share their ‘news’ about the visit.
   • Draw pictures or write about the visit.
   • Create a class book or chart based on the experience.

Benefits:

Visits help children learn new words and concepts, build their knowledge about the world, and use language to express these experiences.

(b)

The Natural Method for Language Development

The Natural Method, championed by Mildred Groht, is based on the principle that children with hearing impairment should learn language in the same way hearing children do—naturally, through conversation, and in the context of real-life experiences. It is the antithesis of formal drills and rote learning.

Key features of the Natural Method:

• Meaningful Context: Language is not taught in isolation. It is taught during activities that are relevant and interesting to the child, such as cooking, playing, or gardening.
• Focus on Communication: The initial goal is communicative success rather than grammatical correctness. The emphasis is on the child being able to express their thoughts and needs and to understand others. Grammar is shaped and corrected gradually over time.
• Following the Child’s Lead: Learning is driven by the child’s interests and curiosity. If a child is interested in dinosaurs, the teacher will use that topic to teach new vocabulary and concepts.
• Holistic Approach: Language is not seen as a separate subject but is integrated throughout the entire curriculum. Math, science, and art all become opportunities to teach language.
• Conversational Techniques: The method heavily uses techniques like conversation, storytelling, questioning, and problem-solving. The teacher acts as a facilitator, guiding and expanding on the child’s language.

In essence, the Natural Method aims to create a language-rich environment where learning is spontaneous and intrinsically motivating for the child.

Q5. (a) Describe one activity to develop each of the following: (i) Auditory perception (ii) Visual perception (iii) Vocabulary building (iv) Question forms (b) Explain what is emergent literacy and four behaviours of the child that reflect it.

Ans. (a) Activities to develop the following skills: (i) Activity for Auditory Perception: Activity Name: Musical Statues Description: Play music and have the child dance or move around. When the music stops abruptly, the child must “freeze” like a statue. This activity helps the child distinguish between the presence of sound (music on) and the absence of sound (music off), which is the most basic level of auditory perception (detection). To make it more challenging, one can use fast vs. slow or loud vs. soft music to teach discrimination. (ii) Activity for Visual Perception: Activity Name: Object-to-Picture Matching Description: Lay out several real objects (e.g., an apple, a spoon, a shoe) and cards with their corresponding pictures. Ask the child to pick up an object and place it on the correct picture card. This activity develops the skill of visual matching. It can be made more complex by matching similar-looking items (different types of balls) or abstract shapes. (iii) Activity for Vocabulary Building: Activity Name: Feely Bag Description: Place several familiar objects (e.g., a comb, a key, a small car, a ball) into an opaque bag. Have the child put their hand in the bag, feel one object without looking, and describe or name it (“I feel something round and soft. It’s a ball!”). Then they pull it out to check. This activity strengthens vocabulary by linking tactile and linguistic information. (iv) Activity for Question Forms: Activity Name: Who is doing what? Description: Use a set of pictures showing people or animals performing different actions (e.g., a girl sleeping, a boy eating, a dog running). Show one picture and model ‘Who’ and ‘What’ questions, such as “Who is sleeping?” (the girl) and “What is the girl doing?” (sleeping). Later, the child can ask you the questions. This provides practice in understanding and using basic question forms like ‘Who’, ‘What’, and ‘Where’. (b) Emergent Literacy Emergent literacy refers to the skills, knowledge, and attitudes that are the precursors to conventional reading and writing. It is everything a child knows about reading and writing before they can actually read and write in a formal sense. It begins at birth and includes:

• Print Awareness: Understanding that print has meaning and is all around us (on books, signs, labels).
• Narrative Skills: Understanding and retelling stories.
• Vocabulary: Knowing the meaning of words.
• Phonological Awareness: Understanding that words are made up of sounds.

It is a developmental process that prepares children for literacy.

Four behaviours that reflect emergent literacy:

1. Pretend Reading: The child holds a book, often the right way up, and “reads” the story by looking at the pictures. They may mimic the tone and intonation of an adult reading, even though they are not reading the actual words.
2. Scribbling/Mark-Making: The child makes marks on paper and calls it their “writing.” These marks evolve from random scribbles to more letter-like forms. This demonstrates an understanding that writing is a form of communication.
3. Book Handling Skills: The child demonstrates that they know how a book works—such as identifying the front and back of a book, holding it upright, and turning the pages one by one from front to back.
4. Interest in Print: The child notices and asks about print in their environment, such as on road signs, store names, or cereal boxes. This shows an awareness that print carries information.

Q6. (a) Explain the classification of hearing aids. Describe how you will check that it is benefitting the child. (b) Explain the importance of formative assessment for children with hearing impairment.

Ans. (a) Classification of Hearing Aids Hearing aids can be classified mainly based on two criteria: technology and style (how they are worn). 1. Based on Technology:

• Analog Hearing Aids: These are based on older technology. They amplify all sounds—both speech and background noise—in the same way. They are less expensive but also less flexible.
• Digital Hearing Aids: This is the modern standard. They process sound through a computer chip, which allows them to be programmed to amplify speech and reduce noise. They offer features like better sound quality, feedback (whistling) reduction, and multiple programs for different listening environments.

2. Based on Style/Placement:

• Behind-The-Ear (BTE): The aid rests behind the ear and is connected via a thin tube to an earmold that fits inside the ear. This is the most common style for children because it is robust, versatile, and the earmold can be easily replaced as the child’s ear grows. It is suitable for all degrees of hearing loss.
• In-The-Ear (ITE): The aid fits within the outer portion of the ear.
• In-The-Canal (ITC) and Completely-In-Canal (CIC): These are very small and fit inside the ear canal, making them nearly invisible. They are not suitable for young children whose ears are growing and require frequent replacement.
• Body-Worn: A larger aid worn on the body (e.g., in a pocket) with a cord running to the ear. It was used for very profound losses but is much less common now.

Checking if the Hearing Aid is Benefitting the Child:

Regular checks are crucial to ensure the child is getting maximum benefit from their hearing aid.

• Daily Check: The parent or teacher should check the device daily. This includes:
  • Visual Inspection: Check the earmold for cracks, moisture, or wax buildup. Check the tubing to see if it has hardened or has cracks.
  • Battery Check: Check the battery power with a battery tester.
  • Listening Check: Using a hearing aid stethoscope, listen through the aid to ensure the sound is clear and free of distortion.
• Ling Six Sound Test: This is a simple behavioral check. Say the six sounds—/ah/, /oo/, /ee/, /m/, /sh/, /s/—at a normal conversational level. These sounds represent the entire frequency range of speech. If the child can detect all these sounds from a certain distance, it indicates the aid is functioning well.
• Behavioral Observation: Observe the child’s behavior. Are they responding to sounds? Do they turn when their name is called? Is their own vocalization and babbling increasing? These are all positive signs.
• Formal Assessment: Regular checks by an audiologist are essential. They will test the child’s hearing levels with the hearing aids on (aided audiogram) to ensure the amplification is adequate.

(b)

Importance of Formative Assessment

Formative assessment is the ongoing process of gathering information about a student’s progress and understanding

during

instruction. Its purpose is not to assign a grade, but to inform and improve teaching strategies in real-time. For children with hearing impairment, it is especially critical because:

1. Continuous Monitoring of Progress: The progress of a child with hearing impairment is often in small, incremental steps. Formative assessment (e.g., through observation, work samples, checklists) allows educators to track these small steps in listening, language, and speech that might be missed by summative tests.
2. Guiding Intervention: It provides real-time feedback to the teacher and therapist. If a child is struggling with a particular skill, the teacher can immediately adjust their teaching method, materials, or goals. This ensures intervention is always tailored to the child’s current needs.
3. Checking Technology: A sudden dip in a child’s performance can be a red flag that there is a problem with their hearing aid or cochlear implant (e.g., dead battery, changed setting). Formative assessment helps in the early detection of these technical issues.
4. Individualized Instruction: The needs of each child with hearing loss are unique. Formative assessment enables the teacher to effectively implement and, if necessary, revise the goals of the Individualized Education Plan (IEP) for each child.
5. Empowering the Child and Family: When the assessment process is ongoing and collaborative, it involves children and families in the learning process. They understand the goals, see their own progress, and are motivated to take ownership of learning.

Q7. (a) Explain what is meant by cross-disability approach giving examples. (b) Explain what is collaborative learning and its four principles.

Ans. (a) Cross-Disability Approach The cross-disability approach is a philosophy and practice in special education that focuses on the shared instructional or functional needs of students, rather than on their disability labels (e.g., ‘hearing impaired’, ‘visually impaired’). It is based on the idea that students with different disabilities often share similar learning needs or challenges. Under this approach, instead of segregating children into separate classrooms based on their disability category, they are brought together in small, mixed groups based on their specific learning requirements. Examples:

1. Social Communication Group: A child with hearing impairment who has difficulty initiating and maintaining conversations, and a child with autism spectrum disorder who struggles to understand social cues, both face challenges in social communication (pragmatics). In a cross-disability approach, these two children could be placed in a small group that works on skills like turn-taking, asking questions, and understanding others’ perspectives. The strategies used (e.g., role-playing, visual supports) could be beneficial for both.
2. Use of Assistive Technology (AT): A child with cerebral palsy who has physical difficulty with writing and a child with a specific learning disability who struggles with spelling and composition both need support for written expression. Instead of sending them to separate specialists, an AT specialist could work with both. One might need a switch-access keyboard, while the other might benefit from speech-to-text software. The focus here is on the need for ‘access to written expression’, not the disability.

Benefits:

This approach allows for efficient use of resources, promotes inclusion, and helps educators focus on individual strengths and needs rather than on labels. It also teaches students to interact and collaborate with others who have a variety of abilities.

(b)

Collaborative Learning

Collaborative learning is an instructional method in which students work together in small groups to achieve a common goal. It is more than just putting students in groups; it involves structuring the activity to ensure that students are genuinely helping each other to learn. Students are accountable for their own learning and for that of the group.

The Four Principles of Collaborative Learning:

1. Positive Interdependence: This is the core of collaborative learning. It means “we sink or swim together.” Group members must feel that they are linked with each other and that individual success can only be achieved if all group members are successful. This can be structured through shared goals, shared resources (each member has a piece of the information), or shared rewards.
2. Individual Accountability: Each student is held accountable for their own learning and for their share of the group’s work. This ensures that no single member can “free-ride” on the work of others. This can be assessed through individual tests, randomly calling on a member to explain the group’s answer, or by assigning each student a specific role.
3. Face-to-Face Promotive Interaction: Students are encouraged to promote and support each other’s success. This involves explaining concepts to one another, helping each other solve problems, discussing concepts, and praising each other’s efforts. It is not just dividing the work, but actually working together.
4. Group Processing and Social Skills: Groups need to periodically reflect on how well they are working together and what they can do to improve their performance. Additionally, the social skills necessary for effective collaboration (such as communication, trust-building, leadership, and conflict-resolution) must be explicitly taught and practiced. These skills do not come naturally and must be part of the instruction.