Conversational pragmatic difficulties among children with visual impairment in Bangladesh

Abstract

Visual Impairment (VI) poses significant challenges to children's development, particularly in the realm of conversational pragmatics, which are essential for effective social interaction. This study aimed to explore the prevalence and nature of conversational pragmatic difficulties among children with VI in Bangladesh. A cross sectional survey was conducted involving 220 children, aged 6-17 years, from various educational settings, including special schools, inclusive schools, and residential institutions for the visually impaired. Data were collected through two primary assessment tools: the Assessment of Conversational Pragmatics (ACP) and the Conversational Skills Rating Scale (CSRS). The results revealed that a large proportion of children (93.2%) exhibited emerging pragmatic skills, while a smaller percentage (5.9%) faced more significant difficulties, with limited conversational abilities. The study found that non-verbal communication, a crucial component of conversational pragmatics, was particularly challenging for children with VI, as 98.6% struggled to effectively use gestures and facial expressions. Additionally, difficulties in maintaining conversation, staying on topic, and understanding non-literal language were commonly observed. Age, type of VI, and socio-economic factors such as parental education and residential status were found to influence pragmatic skill development. Children diagnosed at an earlier age, and those from families with higher educational levels, showed more developed conversational skills. The study also highlighted the need for specialized speech-language therapy interventions, as only 1.4% of the children had received such support, which was linked to better conversational abilities. These findings underscore the importance of targeted interventions to enhance conversational pragmatics in children with VI in Bangladesh. Keywords: Visual Impairment, Conversational Pragmatic Difficulties, Prevalence, Social Interaction, Assessment of Conversational Pragmatics, Conversational Skills Rating Scale, Speech and Language Therapy.