This document discusses different methods for developing writing skills in hearing impaired children, including copying, guided writing, and independent writing. It emphasizes the importance of systematic training and developing prerequisite skills like observation, motor skills, and language development. For copying, it recommends imitation games and tracing activities. Guided writing involves providing clues and instructions to write about experiences. Independent writing requires thinking, reasoning, and relating to experiences. Common errors hearing impaired children make include simplifying sentences and omitting words like prepositions.

1. DEVELOPMENT OF
WRITING SKILLS IN
HEARING IMPAIRED
PRESENTATION DONE BY,
S.SHOBITHA SANKAR

2. Writing is an complete
skill , so systematic
training should be given
to develop writing skills

3. Pre-requisites of writing :
• Good observation
• Good eye-hand co-ordination
• Development of gross and fine motor skills
• Development of pattern perception
• Good memory
• Regular practices
• Language development
• Reading comprehension

4. Types of writing skills :
•Copying
•Guided writing
•Independent writing

5. Copying :
• It means observing , looking and doing the same.
• Imitation of a same pattern.
• For this,
Play games of imitation like clapping hands ,
jumping , etc…
Later they can asked to imitate action songs ,
words or sentences
Then the child gradually learn to copy various
things.
• The child should be encouraged to move fingers over the
lines and join the dotted lines.

6. Activities for a child for copying:
• Copying the pictures and the colours
• Joining the dots to complete the picture
• Copying the alphabets
• Joining the dotted word
• Tracing over the pattern
• Copying the whole word
• Copying short phrases and sentences altogether
• Copying short passages , short stories , conversations ,
picture descriptions , etc….

7. Examples for copying

8. For copying :
• Good eye-hand coordination
• Pattern perception skills
• Development of fine motor
skills
Should be developed among the child right from
their early childhood.

9. Guided writing :
• Now the child can be guide to start writing about
their own experiences.
• The teacher can provide clues and guide the child
to expand on the given topic or printed form.
• Then teachers can guide the child to read
instructions and solve various writing exercises
• Later the child can be guided for writing passages
and essays on a given topic

10. Various exercises for guided writing :
• Choosing and writing the words , sentences correctly
looking at the object or a picture
• Rebus games , for example, + cil= pencil
• Sequencing a conversations or a story
• Writing sentences in various tense
• Writing rhyming words
• Writing various words in plural form
• Describing pictures
• Circling , underlining , filling proper nouns , verbs ,
adverbs , adjectives from the given choices.

11. Independent writing :
After guiding a child to wrote slowly and steadily , they
need to be guide to write independently.
For this, the child must have the ability to :
• Think
• Reason out
• Writing from memory
• Relating it to their experiences
Writing process consist of composing , spelling and
handwriting.

12. Composing :
Composing involves planning and expressive language skills , which
include the following :
 The ability to formulate and articulate ideas.
 Narrative skills such as sequencing ,
structuring
Describing shapes, sizes , pictures , etc…
Ability to categories and classify
 Writing word/ sentences in plural form
Writing rhyming words
 Connecting pointer words to the objects
Writing sentences using comparative degrees.

13. The children may be encourage to write on
their own :
• Words / sentences
• Sequence stories
• Form sentences form a given word
• Write a letter or note
• Write titles and captions , etc…
• Expand on a passages/comprehensions/ideas
• Write few sentences after a visit , activity , etc…
• Form new sentences and words from a given word
• Write rhyming words
• Write opposites , pronouns and meanings

14. Errors made by children with hearing
impairment :
• Use similar words, simple sentences and short sentences.
• Sentences are rigid and stereotyped.
• For example: I am going to school. I am getting 5.30a.m.
I am going by bus. I am came at home.
• Use more contents words like nouns, verbs and use fewer adverbs,
conjunctions, auxiliaries, case makers etc…
• Make errors of addition:
• For example: “crow bird flew away” instead of ‘crow flew
away’.
• Make errors of substitution:
• For example: ‘this is manish book’ instead of ‘this is my
book’

15. • Make errors of omission, for example:
 omission of preposition: ‘the baby slept bed’ instead of
‘the baby slept on bed’
 omission of determiner: ‘ant saw grasshopped’ instead
of ‘ ant saw grasshopper’
 omission of direct object: ‘a girl threw in the water’
instead of ‘a girl threw ball in the water’
 omission of verb: ‘the bird away’ instead of ‘the bird
flea away’
• Errors of word order in a sentences.
• Make redundant use of preposition.
• Inflections are not used correctly.
• Make errors in spelling, punctuation marks.
• Rarely use relative words, eg- if, like, however.
• Use incorrect tense marking.

16. References :
Taken From A Book Named –
“Curricular Strategies And
Adaptations”
Author -
VARSHA BASHOO et al (2006)
rehabilitation council of India
New Delhi

17. Thankyou !!!!