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In common words any means of conveying or communicating ideas; specifically, human speech; the expression of ideas by the voice; sounds, expressive of thought, articulated by the organs of the throat and mouth.

According to Chomsky (1957)-“Language is a set of sentences (finite or infinite) each finite in length and constructed out of a finite set of elements.” Or in simple language we can say that language is the expression of ideas by writing, or any other instrumentality. In social context we can say that language is the forms of speech, or the methods of expressing ideas, peculiar to a particular nation. “Language is a form of communication using words either spoken or gestured with the hands and structured with grammar, often with a writing system; the ability to communicate using words;

Origin of Language  

The origin of language (known in linguistics as glottogony) is the onset in prehistory of human spoken language. It also represents the acquisition of the human ability to use language. There are a number of hypotheses surrounding the origin of language but each is speculative. Being located so early in human prehistory, the relevant developments have left no direct historical traces and no comparable processes that can be observed today.

The time range under discussion in this context extends from the phylogenetic separation of Homo (3.2 to 2.4 million years ago) and Pan (5 to 6 million years ago) to the emergence of full behavioural modernity some 50,000 years ago.

 Characteristics of language

1.     It is arbitrariness in nature

2.     It fallow rules and regulations i.e. It is rule governed in nature

3.     Duality in nature

4.     Displacement is the main characteristics of language.

5.     It is creative in nature

6.     It helps in cultural transmission.

 Structure of language

A)    Phonology

B)    Morphology

C)    Syntax

D)    Semantics

E)    Pragmatics

A)    Phonology

Study of phonemes (/a/, /i/, /u/ etc) is known as phonology. Or The mental organization of physical sounds and the patterns formed by the way sounds are combined in a language, and the restrictions on permissible sound combinations.

Phonetics in phonology

The physical production and perception of the inventory of sounds used in producing language.

B)    Morphology

The identification, analysis and description of units of meaning in a language. One will know the inflectional and derivational morphology present in the language, such as the affixes of words.

C)    Syntax

The structure and formation of sentences. One can distinguish between grammatical sentences and ungrammatical sentences.

D)    Semantics

Understanding the meaning of sentences. This is also how a user of the language is able to understand and interpret the non-literal meaning in a given utterance. They are three distinctions drawn here:

(i) Meaningful and non-meaningful sentences

E.g.: The accident was seen by thousands is meaningful but not *The accident was looked by thousands

(ii) Same structure but different meanings

E.g.: The cow was found by the stream but not *The cow was found by the farmer

(iii) Different structures and still be able to relate the meanings

E.g.: The police examined the bullet.

The bullet was examined by the police.

E) Pragmatics

The behavioural use of language is called as Pragmatics.

Speech and Language Characteristics of Hearing Impaired Children

Hearing impaired children have some specific type of speech and language characteristics. Some of them given below-

1.     Speech is often high pitch.

2.     Speech intelligibility is not perfect.

3.     Generally communicate with non verbal mode.

4.     In speech suprasegmental errors are found.

5.     Generally they can’t fallow more than one instruction.

6.     Generally HI. Babies are not vocalizing comfortable sounds.

7.     Hi babies often failure to repeat your sound.

8.     They have low concentration power.

9.     They are unable to speak sentences creating after adding the wards.

Developmental features of hearing impaired children at different age

Birth – 5 months

1.     They often failure to react with loud sound

2.     They don’t look towards source of sound.

3.     They can’t listen speaker’s voice with looking his face.

4.     They can’t vocalize comfortable sounds.

5.     They are unable to vocalized displeasure sound.

 6-12 months

1.     They are unable to understand “NO, NO”

2.     They feel problem at bubbling stage.

3.     They failure trying to communicate with action and gestures.

4.     Unable to tries to repeat your sound.

 12-17 months

1.     They are unable to concentrate upon an objects or toys.

2.     They can’t fallow simple instruction with the help of facial expression.

3.     They are often unable to recognize their family members after indicating them.

4.     They are unable to tries to imitate simple wards.

18-23 month

1.     They have less curiosity for reading book.

2.     They are unable to fallow simple instruction without gesture.

3.     They are unable to marked body parts.

4.     They can’t understand simple activities like sleeping eating.

5.     They are unable to speak 8-10 wards.

6.     They are unable to speak simple food materials.

7.     They are unable to vocalized animal’s sound.

8.     They can’t use pronoun like ‘my’

2-3 years

1.     They have knowledge of wards less than 50 wards.

2.     They have lack of concepts like In, Out

3.     They can’t understand wards like Big, Pleasure.

4.     They are unable to answerer simple questions.

5.     They can’t use excess pronouns.

6.     They have less curiosity.

7.     They can’t know about future and past tense.

3-4 years

1.     They are unable to identify group of cloths and foods.

2.     Unable to identify different colors.

3.     Less knowledge of lyrics’ and poems.

4.     They are unable to pronounced sentences with repeating wards.

4-5 years

1.     No knowledge of abstract things.

2.     Can’t understand complex questions.

3.     Less vocabulary than 200-300 wards.

4.     Unable to dictate meaning of the wards.

5.     Not perfect knowledge of animals, fruits etc.

6.     Can’t answer “why”.

 Above 5 years

1.     Have not vocabulary more than 200 wards.

2.     Have not actual knowledge of time.

3.     Can’t fallow more than 3 instructions together.

4.     Feel problem in conversation.

5.     Unable to use more than 8 wards in a sentence.

6.     Less imagination power.

Development of Communication in Typically Developing Children

6 weeks	social smiling
8 weeks	Interpersonal synchrony
9 months	Long strings of tuneful babble
12 months	word or sentence-like babble. Few words. Turns to name. stops to “No.” “Follows” conversations. Understands simple commands. Waves “bye-bye” Comes to outstretched arms.
13 months	Proto-declarative function-points to object of interest. Follows adults point or gaze. Shares interest. Proto-imperative functions: points to desired object.
Two years	says many single words. Uses two-concept two-word phrases. Understands 200 words. Names of few objects in book. Only 50 per cent comprehensible to strangest. Shows interest in pre-writing activities.
Two and a half years	saying about 200 words can say name what question uses pronouns. Understand verbs listen to ‘story’
Three year	speech 75 per cent comprehensible to strangers using and understanding some proposition.
Four year	Speech fully comprehensible although some developmental errors and omission persists. Knows full name and address. Listen 6-7 word sentences. Relates event when? Why? How? Question no grammar errors Draws picture of house car person
Five year	can define simple words Number sense to 10 Rhymes can execute two to three serial commands  can print letters in name.

Present scenario

What is the meant of Hearing Impairment?

According to Person with disability act (1995) “The condition when a person is unable to listen 60dB or less sound with their better ear after suitable treatment.”

According to UNCRPD (United Nation Convention on Rights for Person with Disability) act 2007 – Hearing impairment is a communication Barrier.

In common words hearing impairment is a condition of Hearing loss due to this the person is unable to hear.

Concept of Impairments, Disable and Handicap

Impairment: If a person Physical or mental problems due to an accident or disease then the condition is known as impairment.

Disable: If a person feel problem in functional level but for a short time, then the condition is known as disability.

Handicap: If a person’s disability is continued through whole life then the condition is known as handicap. Thus we can say that Impairment, disable and Handicap all concepts are different.

Functional Definitions: Hearing-Impaired, Hard-of-Hearing, and “Deaf”

Three of the terms most commonly used to describe hearing loss are: hearing impairment, hard of hearing, and deaf. These terms can have a variety of meanings.

Ross, Brackett, and Maxon, (1991), used the term “hearing impairment” to describe any type and degree of hearing loss. The terms hard of hearing and deaf are used functionally. These terms are not associated with time of onset of the hearing loss or with the audiometric degree of hearing loss. Rather, a person is functionally hard of hearing if they learned language primarily by hearing and listening and if they receive information from the environment primarily by hearing and listening. So, a person could have been born with a profound hearing loss, but if amplification technology and auditory-verbal intervention enabled them to learn language primarily by hearing and listening, then they would be functionally hard of hearing.

A person is functionally deaf if that person learned language primarily through vision and receives information from the environment primarily through vision. Visual input includes lip-reading, cued speech, and sign language. Many traditional “oral” programs are as visually based in assumptions and teachings as are manual programs. Both assume that children with hearing impairments cannot use amplified auditory input as their primary mode of learning and that they must focus on vision.

Mark Ross further elaborates on his proposed functional definitions by stating that a child or anyone with a hearing impairment who is functionally hard of hearing is much more like a typical hearing person relative to how the information is learned, than they are like someone who is functionally deaf.

A person who is functionally hard of hearing, through hearing aids or cochlear implants, accesses and develops the auditory centers of their brain like someone with typical hearing. A person who is functionally deaf does not. So, grouping children who are deaf and children who are hard of hearing into a single educational program does both an unfortunate disservice. The hard of hearing child is often put into an intervention program that has a visual emphasis, due to the inaccurate assumption that the child who is hard of hearing is the most like the child who is deaf.

Competency

Competencies are a valuable means of framing learning outcomes in the context of language development or whether their limitations outweigh their advantages. One purpose of this paper therefore is to examine the ‘competence’ debate, looking at arguments for and against their use in order to establish whether criticisms stand up to scrutiny.

A secondary focus is to look in particular at whether a competence approach can be usefully extended to include the development of literary A key question facing the Council of Europe project on Language(s) of Education is whether understanding. This is an important question because literature will be an inevitable component of any European Framework which seeks to do justice to the breadth and subtlety of what counts as language competence.

A third, underlying focus will be on language itself and the nature of language and meaning. The competence debate is often conducted without sufficient attention to questions related to the limitations of language. Questions about language and meaning, which appear on the surface to be highly abstract and theoretical, relate to practical utility and can show how competence frameworks can be made to work effectively. This paper then is intended to have both a functional value related to the use of competencies but also to offer a theoretical perspective on meaning to contribute to the thinking which will underpin a Languages of Education framework.

Linguistic competence is described as the ability of the nattier  speaker of a language to understand and generate sentences as per demand of the situation using the stations solely through the medium of linguistic symbol manipulation  i.e. through the means of (spoken or written words) alone and without the help of situational & external context (pointing to objects/person, pictures gestures etc.)

Day School

A day school is that in which the students come everyday and learned. There is no facility for staying the students.

Methodology is the most important part of any study. It gives as proper framework of a research study. Method means an orderly procedure to process, hence a set form of procedure adopted in an investigation, whereas “methodology as the science of method or arrangement.” (Best & Kahn, 1993). Research methodology in simple terms may be explained as the way in which data are collected and statistically treated for a researcher study. Research Design: The present study provides an overview of the total layout including considerations to have this stage, crucial divisions are made for the objectives to be achieved. The aim of the present study is to know the impact of residential and hostel facilities on children with hearing impairment in special school setup and this study will only be confined in shanhjanhapur. Present study engages descriptive survey Research Design as its main objective determines that whether day boarding schools are beneficial for student with hearing impairment in special school environment or schools with residential facilities. Scope and Limitations Special education need with children or handicapped are the terms synonymously used to refer to persons with special needs. A culmination of these efforts could well be seen in UNESCO's Salamanca statement of 1994, which calls for inclusive education and affirms the right of every child to a good education. It states that pre integration Camp in Serve Siksha Abhiyan ,U.P. It could also create welcoming communities based on inclusive society to achieve education for all (EFA). 92 governments and 25 international organizations have endorsed this statement. Benefits of pre intigration camp in Serve Siksha Abhiyan ,U.P ,Here are key findings about the benefits of inclusion for children and families. Parent’s vision of a typical life for their children can come true. All parents wants their children to be accepted by the peer's having friends and a lead regular and normal life. Inclusive setting can make this a reality for many disabled children. Children develop a positive understanding of themselves and others. When children attend classes that reflect similarities and differences of people in the real world they learn to appreciate diversity. Friendship develops: children with disabilities are able to develop friendship in natural manner. All children learn by being together. Because the philosophy of inclusive education is aimed at helping all children to learn so that everyone in the class benefits. Children learn in their own pace and style within a nurturing environment. The objective of educational competences of students with hearing impairment attending day school Vs Pre Integration Camp in Serva Siksha is not only to serve the purpose the education but also concern's social and moral education. It reduces isolation and prejudice enhancing understanding and acceptance of deviations. Need and significance of a study depends on the utilization of the study in a broader framework for the satisfaction of the society to fulfill certain objectives. To attain certain objectives, educational study has been taken into consideration for the fulfillment of right attitude with in society. Teacher being the essential part of the society, and special educator being another pillar in building the disabled children in the mainstreaming. Pre intigration camp in Serve siksha abhiyan ,u.p is going to be a boon for the disabled children education for the mainstreaming within the society. The present studies in that context will help the educational framework of special education with reference to pre intigration camp in Serve siksha abhiyan ,u.p regarding the educational competences of students with hearing impairment attending day school Vs Pre Intigration Camp in Serva Siksha abhiyan. Teacher's attitude always seen as the one of the foot step for the success of the education system, and so in the relevance to the pre intigration camp in Serve siksha abhiyan ,u.p for the disabled children, it is prerequisite to know the educational competences of students with hearing impairment attending day school Vs Pre Intigration Camp in Serva Siksha abhiyan so as to have the complete success for the education of disabled with in the Pre Intigration Camp in Serva Siksha framework. There are many research conducted on the educational competency of hearing impaired children and result shows that hearing impaired children have less strengths than normal child. Karsens & Peeters (2001). Suggested that communication competence of cochlear implanted hearing impaired children is better than hearing impaired children using normal hearing aid. But no study has been conducted for comparing the educational competence of hearing impaired children attending day school Vs Residential facilities. So this study was taken up to compare the language competence of day school and residential school’s hearing impaired students.

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