D.Ed. Special Education (HI) Notes – Paper No 6 CURRICULAR STRATEGIES AND ADAPTATIONS FOR CHILDREN WITH HEARING IMPAIRMENT, Unit 3: Techniques of Evaluation for Curricular Activities

3.1 Meaning and scope of evaluation

Meaning and Scope of Evaluation

Meaning of Evaluation

Evaluation is the process of understanding how much a learner has progressed towards achieving specific learning goals. It is a systematic and planned activity that helps in collecting information to make educational decisions. In simple words, evaluation is the method of finding out whether teaching and learning are effective or not.

For children with hearing impairment, evaluation helps to check if the curriculum, teaching strategies, and support services are suitable for their individual learning needs. It also helps in modifying teaching methods, choosing appropriate communication modes (like sign language or lip-reading), and making other necessary adjustments in teaching-learning processes.

Key Features of Evaluation

• Continuous process: Evaluation is not limited to exams. It happens all the time during teaching and learning.
• Comprehensive in nature: It includes all areas of development—knowledge, skills, attitudes, behaviour, and communication.
• Child-centred: It focuses on the individual progress of each learner, considering their pace and learning style.
• Feedback-oriented: It provides useful feedback to both the teacher and the learner, which helps in planning further actions.
• Flexible methods: Evaluation can be formal (tests, assignments) or informal (observation, participation, portfolios).
• Purposeful: It is always done for a clear purpose like identifying learning gaps, improving curriculum, or modifying teaching methods.

Importance of Evaluation for Children with Hearing Impairment

• Helps in identifying their level of understanding despite communication barriers
• Assists in setting realistic learning goals for each child
• Supports early identification of additional needs like speech therapy or visual aids
• Provides insight into which teaching methods (like sign-supported speech or total communication) are effective
• Encourages inclusion by measuring participation in both academic and co-curricular activities

Scope of Evaluation

The scope of evaluation is very broad. It goes beyond just checking academic performance. For children with hearing impairment, the scope includes:

1. Academic Achievement
Evaluation measures how much a child has learned from subjects like language, mathematics, science, etc. It can be done through written tests, oral tests (with interpreters), and project work.

2. Communication Skills
This includes evaluating how well a child can express and understand ideas using various modes—spoken language, sign language, gestures, or written communication.

3. Social and Emotional Development
It helps to understand if the child is able to interact with peers, follow classroom routines, and manage emotions in a healthy way.

4. Behaviour and Attitude
Evaluation looks at the behaviour of the child in different situations and their attitude towards learning and social interaction.

5. Co-curricular and Life Skills
Children with hearing impairment should be encouraged and evaluated in areas like drawing, music (vibration-based), physical education, and daily life skills. These are important for their overall development and independence.

6. Language Development
Language is a major area of delay in children with hearing loss. Evaluation focuses on vocabulary, grammar usage, sentence formation, comprehension, and narrative skills.

7. Use of Assistive Devices
Evaluation includes checking how effectively the child is using hearing aids, cochlear implants, or speech-to-text devices. Teachers must observe if these tools are helping in understanding lessons.

3.2 Types of evaluation: Formative and Summative

Types of Evaluation: Formative and Summative

Meaning of Evaluation in the Educational Context

Evaluation is the process of collecting and using information to make decisions about teaching and learning. It helps to know the progress and performance of students in a systematic way. Evaluation supports teachers in planning and improving the learning experiences of children, especially those with hearing impairment. It also helps in understanding whether the learning outcomes are being achieved as per the goals of the curriculum.

In the context of children with hearing impairment, evaluation plays a crucial role in identifying their strengths, needs, progress, and areas where further support is needed. There are two major types of evaluation used in schools – formative and summative evaluation.

Formative Evaluation

Meaning
Formative evaluation is a continuous and ongoing process. It is used during the teaching-learning process to monitor the progress of students. The main purpose of formative evaluation is to give feedback to both teachers and learners to improve learning. It is not used for assigning grades but for guiding improvement.

Objectives of Formative Evaluation

• To identify learning difficulties early.
• To provide continuous feedback to students and teachers.
• To guide teachers in modifying teaching strategies.
• To support individualized teaching and learning.
• To help children with hearing impairment understand where they need to improve.

Key Features of Formative Evaluation

• Conducted during the instructional process.
• Diagnostic and developmental in nature.
• Helps in improving teaching methods.
• Encourages student participation and motivation.
• Can be formal or informal.
• Non-threatening and supportive.

Examples of Formative Evaluation Methods

• Class tests and short quizzes.
• Oral questioning and answer sessions.
• Observation of classroom activities.
• Assignments and worksheets.
• Feedback from group discussions.
• Portfolio assessment (collection of student work over time).
• Teacher’s notes and anecdotal records.

Benefits of Formative Evaluation for Children with Hearing Impairment

• Helps in early detection of learning gaps.
• Allows teachers to adapt strategies such as using visual aids or sign language.
• Gives opportunities to practice and improve regularly.
• Enhances communication between teacher and learner.
• Encourages the child’s confidence by recognizing small improvements.

Role of the Teacher in Formative Evaluation

• Regularly assess each child’s progress.
• Provide constructive feedback in a simple and encouraging manner.
• Use adapted tools and techniques suited to children with hearing impairment.
• Modify lesson plans based on the evaluation results.
• Maintain a record of each child’s strengths and areas for development.

Summative Evaluation

Meaning
Summative evaluation is used at the end of an instructional unit, term, or course. It assesses the overall achievement of students after a certain period of learning. Summative evaluation is often used for grading, ranking, and certification purposes.

Objectives of Summative Evaluation

• To evaluate whether the learning objectives have been achieved.
• To measure and record students’ final performance.
• To make decisions about promotion to the next level.
• To identify areas for curriculum improvement.
• To evaluate the effectiveness of teaching strategies used.

Key Features of Summative Evaluation

• Conducted at the end of a learning period.
• Judgmental and conclusive in nature.
• Usually standardized and structured.
• Results are used for grading and reporting.
• More formal and comprehensive.

Examples of Summative Evaluation Methods

• Term-end exams or final tests.
• Standardized achievement tests.
• End-of-chapter tests.
• Performance-based assessments.
• Project work and presentations evaluated at the end.
• Report cards and progress reports.

Importance of Summative Evaluation for Children with Hearing Impairment

• Measures the effectiveness of adapted curriculum and teaching methods.
• Helps in decision-making for further educational planning.
• Provides clear feedback on academic achievement.
• Supports recognition of individual progress.
• Encourages accountability in teaching.

Role of the Teacher in Summative Evaluation

• Prepare evaluation tools that are adapted for children with hearing impairment.
• Use visual and practical formats for better understanding.
• Give clear instructions in accessible communication mode.
• Provide extra time or support during assessment if needed.
• Review the test results to plan future instruction.

Differences Between Formative and Summative Evaluation

Aspect	Formative Evaluation	Summative Evaluation
Purpose	To improve learning and teaching	To measure learning and assign grades
Time of Evaluation	During the instructional process	At the end of instructional period
Nature	Continuous and diagnostic	Final and judgmental
Focus	Learning process	Learning outcomes
Feedback	Immediate and regular	Provided after completion of instruction
Role in Teaching	Helps in modifying teaching strategies	Helps in reviewing teaching effectiveness
Use with HI Learners	Supports individualized teaching and early support	Helps in evaluating the adapted curriculum

3.3 Evaluation based on knowledge and language

Meaning of Evaluation Based on Knowledge and Language

Evaluation based on knowledge and language refers to assessing what the learner knows (knowledge) and how well they can understand, use, and express that knowledge through language. For children with hearing impairment, such evaluation needs to be planned carefully because their language development may be delayed or different due to limited auditory access.

This kind of evaluation focuses on two main aspects:

• How much subject knowledge the child has learned and understood.
• How effectively the child can comprehend and express that knowledge using language—spoken, signed, or written.

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Importance of Evaluating Knowledge and Language for Children with Hearing Impairment

Children with hearing impairment often face challenges in developing language skills. Therefore, it is important to ensure that evaluation methods are adapted to:

• Understand the true learning level of the child, even if expressive language is limited.
• Avoid penalizing the child for language delays that are due to hearing loss.
• Identify strengths and weaknesses in both content learning and language usage.
• Support the planning of individualized teaching strategies.

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Key Objectives of Evaluation Based on Knowledge and Language

• To assess comprehension of academic content.
• To assess the ability to use language for communication and learning.
• To identify language barriers that affect learning.
• To evaluate both receptive (understanding) and expressive (speaking/signing/writing) abilities.
• To observe whether the student can relate knowledge with real-life experiences.

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Areas of Evaluation

The evaluation is generally divided into the following core areas:

1. Knowledge-Based Evaluation

• Understanding of concepts from various subjects like Science, Mathematics, Environmental Studies, etc.
• Ability to recall facts, details, and information.
• Application of learned knowledge in solving problems.
• Analytical and critical thinking based on content.

2. Language-Based Evaluation

• Vocabulary usage and understanding.
• Grammar and sentence formation.
• Comprehension of written or signed content.
• Expression of ideas in written, spoken, or signed form.
• Language usage in day-to-day activities and academic contexts.

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Modes of Evaluation for Knowledge and Language

Since children with hearing impairment may use different modes of communication, evaluation should include:

Visual Mode

• Use of pictures, diagrams, charts, and models.
• Matching, sorting, and labeling activities.

Written Mode

• Reading comprehension exercises.
• Short-answer and long-answer questions based on lessons.

Sign Language Mode

• Evaluation through responses in Indian Sign Language (ISL) or other regional sign systems.
• Observing clarity, fluency, and accuracy in signing.

Oral Mode (if applicable)

• For children using hearing aids or cochlear implants.
• Assessing their spoken language development, articulation, and pronunciation.

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Tools and Techniques Used for Evaluation

1. Observation

• Teacher observes classroom participation, response patterns, and interaction with peers.
• Useful in identifying the natural use of knowledge and language.

2. Portfolio

• A collection of a student’s work such as worksheets, assignments, drawings, and journals.
• Shows progress over time in both content understanding and language skills.

3. Worksheets and Written Tests

• Designed with simple and clear language.
• Include both knowledge-based and language-based questions.

4. Language Samples

• Collecting samples of child’s signed, spoken, or written language.
• Helps analyze vocabulary use, sentence formation, and fluency.

5. Performance Tasks

• Projects, role plays, or practical tasks to assess both content and communication.
• Helps understand if the child can apply knowledge in real-life situations.

6. Interactive Sessions

• Question and answer sessions using speech or sign language.
• Encourages spontaneous language use and assesses depth of understanding.

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Adaptations in Evaluation for Children with Hearing Impairment

Children with hearing loss may require the following adaptations to ensure fair and valid evaluation:

• Use of Sign Language during assessment if the child is a signer.
• Simplified language in test papers to match the child’s language level.
• Visual cues and illustrations to support understanding.
• Extra time for reading, understanding, and responding.
• Written instructions and directions instead of oral ones.
• Pre-recorded videos or signed explanations for instructions.
• Use of assistive devices like hearing aids, FM systems during oral evaluation.

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Role of Teachers in Knowledge and Language Evaluation

• Plan assessments according to Individualized Education Plan (IEP).
• Collaborate with speech-language therapists or audiologists when needed.
• Be aware of the child’s preferred communication mode.
• Provide regular feedback and support.
• Maintain non-threatening environment to reduce anxiety during assessments.

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Differentiating Between Language Limitation and Lack of Knowledge

It is important to note that:

• A child may know the answer but may not be able to express it clearly due to language delays.
• Teachers should find alternative ways (like drawing, sign, pointing) to allow the child to demonstrate knowledge.
• Evaluation should aim to separate content mastery from language ability, especially for grading or planning.

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Examples of Evaluation Activities

Evaluation Task	Skill Focused	Mode
Matching animals with their sounds	Knowledge	Visual
Describing a picture in signs	Language	Sign Language
Writing 3 lines about school	Language & Knowledge	Written
Answering “Why do we need water?”	Knowledge comprehension	Any (sign/speech/writing)
Classifying fruits and vegetables	Concept knowledge	Practical

3.4 Execution of evaluation

Meaning of Execution of Evaluation

Execution of evaluation means the actual process of conducting assessment activities with students to check their learning progress. It includes applying the methods, tools, and strategies to assess what students have learned and how effectively they are achieving the learning outcomes. For children with hearing impairment, the evaluation must be done in a way that is suitable to their communication needs, language abilities, and learning styles.

Execution is the practical implementation of the evaluation plan designed by the teacher. It is not just about testing; it involves continuous observation, interaction, and adjustment during the learning process.

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Important Aspects to Consider During Execution of Evaluation for Children with Hearing Impairment

Communication Mode

• Use sign language, lip reading, or total communication depending on the child’s preference.
• Ensure instructions and questions are clearly understood.

Use of Visual Aids

• Charts, pictures, flashcards, written instructions, and digital visual presentations help in better understanding.
• Multimedia tools with captions or sign language videos support effective evaluation.

Modified Tools

• Traditional verbal question papers may not be suitable.
• Use pictorial worksheets, practical tasks, matching activities, role play, or model-based questions.

Environment and Setting

• Conduct evaluation in a quiet, well-lit, distraction-free environment.
• Seating should be arranged to allow clear visibility of the evaluator’s face for lip-reading or facial expressions.

Time Flexibility

• Allow extra time if needed.
• Some children may require breaks in between longer evaluation sessions.

Individualised Instructions

• Give one-on-one instructions if needed.
• Rephrase instructions in simpler language or visual form if the child does not understand.

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Steps in the Execution of Evaluation

1. Preparation for Evaluation

• Select appropriate tools (e.g., written test, practical activity, oral presentation with support).
• Modify the evaluation materials to suit the child’s needs.
• Ensure availability of required resources like sign language interpreter, assistive devices, etc.

2. Orientation of the Child

• Explain what will happen during evaluation.
• Reduce anxiety by preparing the child mentally and emotionally.
• Use familiar language and gestures.

3. Administration of Evaluation

• Ask questions or assign tasks based on the curriculum objectives.
• Observe the child’s performance patiently.
• Use prompts if the child is stuck but ensure not to give answers.

4. Recording and Documentation

• Maintain detailed records of each child’s responses.
• Use observation checklists, scoring rubrics, or anecdotal records.
• Video/audio recording can be used (with consent) for reference.

5. Feedback and Reinforcement

• Give immediate positive feedback to motivate the child.
• Discuss performance using appropriate communication mode.
• Help the child understand what was correct and what needs improvement.

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Role of the Teacher in Execution of Evaluation

• Observer: Watch how the child performs the task. Not just the result but the process matters.
• Facilitator: Provide support during evaluation if the child is nervous or confused.
• Adapter: Modify or change the method on-the-spot if the chosen method does not suit the child.
• Evaluator: Judge the performance fairly and without bias.

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Types of Activities Used During Execution

Written Tasks

• Worksheets with visual clues
• Matching, fill-in-the-blanks, true/false using pictures and signs

Practical Activities

• Performing a science experiment, art activity, or demonstrating a concept using models

Interactive Evaluation

• Role plays, drama, group activities
• Observing group participation and communication skills

Oral Assessments

• Using sign language, gestures, or speech
• Supported with visual prompts and cues

Digital Tools

• Educational apps, games, computer-based quizzes
• Use of interactive whiteboards or tablets

Tools and Techniques Commonly Used in Execution of Evaluation

Observation Technique

• The teacher carefully observes the child during classroom activities.
• Behaviors, skills, interaction, and task performance are noted.
• Useful for assessing social skills, group work, motor skills, and emotional development.

Checklist and Rating Scales

• Pre-designed lists of skills or behaviors are used.
• The teacher ticks off what the child is able to do.
• Rating scales show the level of performance (e.g., always, sometimes, never).

Portfolio Assessment

• A collection of the child’s work over a period of time.
• Includes drawings, writings, activity sheets, photographs of projects, etc.
• Helps in evaluating long-term progress and creativity.

Anecdotal Records

• Short notes written by the teacher about specific incidents or behaviors.
• Used to record significant achievements or challenges observed during activities.

Performance-based Evaluation

• The child is asked to perform a task or demonstrate a skill.
• For example, assembling a model, explaining a process using pictures, completing a puzzle.
• This technique is useful for assessing application and understanding.

Tests and Quizzes (Modified)

• Should be adapted to match the child’s language level and communication method.
• Visual-based questions, multiple choice with pictures, matching columns, etc.
• Include clear instructions, large font size, and limited number of questions per page.

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Points to Ensure During Execution

Non-biased Approach

• The teacher should not have any pre-judgment about the child’s abilities.
• Every child is unique and may show learning in different ways.

Respecting the Pace of the Child

• Some children with hearing impairment may require more time to respond.
• Evaluation should not be rushed.

Fairness and Equality

• All students should be given equal opportunities to demonstrate their learning.
• Evaluation conditions should be inclusive and non-discriminatory.

Use of Sign Language or Interpreter

• If the student uses Indian Sign Language (ISL), the teacher should either be fluent or an interpreter should be available.
• Instructions, questions, and feedback must be clearly conveyed.

Use of Assistive Technology

• FM systems, hearing aids, captioned videos, or special educational software may be used during evaluation.
• The teacher must ensure the devices are functioning properly.

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Challenges Faced During Execution and Their Solutions

Communication Barrier

• Challenge: Misunderstanding due to unclear instructions or limited language comprehension.
• Solution: Use visual supports, rephrase instructions, or give examples. Provide communication support.

Inadequate Time

• Challenge: Time constraints may affect the child’s ability to perform.
• Solution: Allow extra time or break the evaluation into smaller parts.

Lack of Trained Staff

• Challenge: Teachers may not be trained in sign language or special evaluation techniques.
• Solution: Provide in-service training, use interpreters, or co-evaluate with a special educator.

Emotional Stress or Anxiety in the Child

• Challenge: Fear of being tested may affect performance.
• Solution: Create a relaxed environment, use familiar settings, and encourage the child with positive words.

Limited Resources

• Challenge: Lack of visual aids, modified materials, or technology.
• Solution: Prepare low-cost teaching-learning materials, use locally available resources, collaborate with parents.

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3.5 Co-curricular activities: Planning and execution of sense training, physical Education Arts Craft and Dance & Music

Importance of Co-curricular Activities for Children with Hearing Impairment

Co-curricular activities are essential for the all-round development of children with hearing impairment. These activities help in enhancing sensory skills, physical strength, creativity, self-expression, and emotional development. They also improve social interaction, communication, and confidence in children. For children with hearing impairment, such activities offer alternative modes of learning and expression beyond verbal language.

Co-curricular activities need to be carefully planned and executed with adaptations based on the unique needs of the child. Evaluation of these activities should be continuous and should focus on participation, skill development, and engagement, rather than only on outcomes.

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Planning and Execution of Sense Training Activities

Meaning and Purpose
Sense training involves systematic activities to stimulate and strengthen the functioning of different sensory organs—especially the remaining senses like vision, touch, smell, and kinesthetic awareness. Since hearing is affected, developing and enhancing other senses becomes important for compensating the sensory loss.

Planning Considerations

• Choose age-appropriate and ability-based activities.
• Focus on visual, tactile, olfactory, and kinesthetic stimulation.
• Use colorful, bright, and large-sized materials.
• Ensure repetition and gradual progression.
• Use visual cues, gestures, and demonstration for instructions.

Examples of Sense Training Activities

• Visual sense: Picture matching, identifying differences in images, puzzles, color sorting.
• Tactile sense: Sand tracing, identifying objects by touch, playing with textured materials like clay or sandpaper.
• Olfactory sense: Identifying smells (fruits, flowers, spices).
• Kinesthetic sense: Walking on a line, balance beam, simple yoga poses.

Execution Strategy

• Prepare the environment to be distraction-free and safe.
• Use real objects and concrete materials.
• Engage children in individual and group formats.
• Encourage exploration and participation.
• Provide positive feedback and visual reinforcements.

Evaluation of Sense Training

• Observation checklists for engagement and skill use.
• Anecdotal records of behavior and responses.
• Portfolios with pictures or samples of activities done.
• Simple task performance-based assessment.

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Planning and Execution of Physical Education

Purpose
Physical Education (PE) builds strength, coordination, and socialization. For children with hearing impairment, PE is also a tool to promote body language development, spatial awareness, and motor control which support communication and learning.

Planning Considerations

• Select safe and inclusive games.
• Use clear visual instructions and demonstrations.
• Group activities should promote teamwork and interaction.
• Include warm-up, activity, and cool-down phases.
• Modify rules of games to suit children’s abilities.

Types of Physical Education Activities

• Motor activities: Jumping, running, throwing, balancing.
• Group games: Relay races, ball games, parachute play.
• Yoga and stretches: Improve flexibility and calmness.
• Obstacle courses: Enhance coordination and planning.

Execution Strategy

• Use visual cues such as flashcards or gestures.
• Position the child where they can clearly see the instructor.
• Maintain small group sizes for personal attention.
• Encourage peer support and buddy systems.
• Use rhythmic beats, visual timers, or clapping for pacing activities.

Evaluation of Physical Education Activities

• Movement skill checklists (e.g., balance, coordination).
• Peer or self-assessment rubrics (with pictures or symbols).
• Teacher observation and record-keeping of participation.
• Evaluation of teamwork, effort, and willingness to try.

Planning and Execution of Arts Activities

Purpose
Art activities allow children with hearing impairment to express their emotions, thoughts, and creativity through non-verbal mediums. It supports fine motor development, imagination, visual understanding, and self-esteem.

Planning Considerations

• Choose materials that are safe, bright, and easy to handle.
• Provide individual and group art tasks.
• Use clear visual instructions or step-by-step picture guides.
• Ensure tasks are open-ended to promote creativity.

Examples of Art Activities

• Drawing and coloring with crayons, markers, or pencils
• Painting with fingers, brushes, or natural materials
• Collage making using paper, leaves, or fabrics
• Creating patterns with stamps or sponges
• Mandala coloring for focus and calmness

Execution Strategy

• Demonstrate each step visually before starting.
• Allow freedom in selecting colors and designs.
• Encourage children to discuss or show their artwork.
• Use visual displays to showcase children’s art in classrooms.
• Provide choices to support decision-making and interest.

Evaluation of Art Activities

• Use rubrics to assess creativity, effort, and use of materials.
• Maintain an art portfolio for each child.
• Record participation and expression through anecdotal notes.
• Involve peer feedback using non-verbal thumbs-up or smiley cards.

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Planning and Execution of Craft Activities

Purpose
Craft activities help develop hand-eye coordination, attention, sequencing skills, and creativity. They also promote independence and problem-solving skills.

Planning Considerations

• Choose crafts that are achievable and meaningful.
• Break down each step using visual sequences.
• Use materials that are tactile, colorful, and easy to work with.
• Integrate themes related to seasons, festivals, or daily life.

Examples of Craft Activities

• Paper folding (origami), paper cutting, and gluing
• Making masks, puppets, and paper bags
• Threading beads or buttons
• Clay modeling and salt dough creations
• Making greeting cards or festive decorations

Execution Strategy

• Demonstrate each step visually and keep reference samples ready.
• Arrange all materials beforehand to avoid interruptions.
• Encourage peer collaboration and sharing of materials.
• Use visual reward charts for completed tasks.
• Give more time to children who need step-by-step guidance.

Evaluation of Craft Activities

• Checklist of steps followed and skills used (cutting, folding, gluing)
• Assessment of accuracy, creativity, and neatness
• Display of finished craft work as positive reinforcement
• Teacher observation on independence and confidence

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Planning and Execution of Dance and Music Activities

Purpose
Dance and music support rhythm, body movement, emotional expression, and enjoyment. For children with hearing impairment, these activities promote body coordination, visual rhythm understanding, and social bonding. Music and dance can also be experienced through vibrations and visual patterns.

Planning Considerations

• Use visual beats, rhythmic lights, or vibrations for music.
• Select dances with clear, repetitive movements.
• Include culturally relevant songs or local folk dances.
• Integrate sign language for lyrics when possible.
• Keep music volume adjusted to suit those with residual hearing or hearing aids.

Examples of Dance and Music Activities

• Free dance with scarves or ribbons
• Group circle dances with simple steps
• Rhythm clapping, drumming, or using tambourines
• Action songs with gesture-based movements
• Using apps or tools that show visual beats and vibrations

Execution Strategy

• Start with warm-up movements
• Break down dance steps into small chunks with demonstrations
• Use visual cues like colored dots on the floor for movement guidance
• Encourage group participation to build confidence
• Provide structured and free dance sessions alternately

Evaluation of Dance and Music Activities

• Observe participation, rhythm matching, and body coordination
• Video records of performance for self and peer assessment
• Use visual rubrics to track expression, movements, and timing
• Provide certificates or stickers for motivation

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These co-curricular activities must be viewed not just as recreational but as essential developmental tools for children with hearing impairment. Their planning and evaluation must be tailored sensitively to each child’s sensory, communication, and emotional needs.

Disclaimer:
The information provided here is for general knowledge only. The author strives for accuracy but is not responsible for any errors or consequences resulting from its use.