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Sign Language
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Auditory-Verbal
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Cued Speech
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Oral
Auditory-Oral
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Total
Communication
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Definition
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A manual language that is distinct from spoken English (ASL is
not
based on English grammar/syntax). Extensively used within and among the deaf community. English
is
taught as a second language. |
A program emphasizing auditory skills. Teaches a child to develop listening skills through
one-on-one
therapy that focuses attention on use of remaining hearing (with the aid of amplification).
Since
this method strives to make the most of a child’s listening abilities, no manual
communication is
used and the child is discouraged from relying on visual cues.
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A visual communication system of eight handshapes (cues) that represent different sounds of
speech.
These cues are used while talking to make the spoken language clear through vision. This
system
allows the child to distinguish sounds that look the same on the lips.
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Program that teaches a child to make maximum use of his/her remaining hearing through
amplification
(hearing aids, cochlear implant, FM system). This program also stresses the use of speech
reading to
aid the child’s communication. Use of any form of manual communication (sign language) is
not
encouraged although natural gestures may be supported.
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Philosophy of using every and all means to communicate with deaf children. The child is
exposed to a
formal sign-language system (based on English), finger spelling (manual alphabet), natural
gestures,
speech reading, body language, oral speech and use of amplification.
The idea is to communicate and teach vocabulary and language in any manner that works.
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Primary
Goals
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To be the deaf child’s primary language and allow him/her to communicate before learning to
speak or
even if the child never learns to speak effectively. Since SL is commonly referred to as
"the
language of the deaf", it prepares the child for social access to the deaf community.
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To develop speech, primarily through the use of aided hearing alone, and communication skills
necessary for integration into the hearing community.
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To develop speech and communication skills necessary for integration into the hearing
community.
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To develop speech and communication skills necessary for integration into the hearing
community.
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To provide an easy, least restrictive communication method between the deaf child and his/her
family,
teachers and schoolmates. The child’s simultaneous use of speech and sign language is
encouraged as
is use of all other visual and contextual cues.
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Language
Development
(Receptive)
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Language is developed through the use of SL. English is taught as a second language after the
child
has mastered SL.
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Child learns to speak through the early, consistent and successful use of a personal
amplification
system (hearing aids, cochlear implant, FM system).
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Child learns to speak through the use of amplification, speech reading and use of
"cues"
which represent different sounds.
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Child learns to speak through a combination of early, consistent and successful use of
amplification
and speech reading.
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Language (be it spoken or sign or
a
combination of the two) is dev-eloped through exposure to oral speech, a formal sign language
system,
speech reading and the use of an amplification system. |
Expressive
Language
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SL is child’s primary expressive language in addition to written English.
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Spoken and written English.
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Spoken English (sometimes with the use of cues) and written English.
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Spoken and written English.
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Spoken English and/or sign language and finger spelling and written English.
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Hearing
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Use of amplification is not a
requirement
for success with SL. |
Early, consistent and successful use of amplification (hearing aids, cochlear implant, FM
system) is
critical to this approach.
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Use of amplification is strongly encouraged to maximize the use of remaining hearing.
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Early and consistent use of amplification (hearing aids, cochlear implant, FM system) is
critical to
this method.
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Use of a personal amplification system (hearing aids, cochlear implant, FM system) is
strongly
encouraged to allow child to make the most of his/her remaining hearing.
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Family
Responsibility
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Child must have access to deaf and/or hearing adults who are fluent in SL in order to develop
this as
a primary language. If the parents choose this method they will need to become fluent to
communicate
with their child fully.
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Since the family is primarily responsible for the child’s language development, parents are
expected
to incorporate on-going training into the child’s daily routine and play activities. They
must
provide a language-rich environment, make hearing a meaningful part of all the child’s
experiences
and ensure full-time use of amplification.
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Parents are the primary teachers of cued speech to their child. They are expected to cue at
all times
while they speak; consequently, at least one parent and preferably both must learn to cue
fluently
for the child to develop age-appropriate speech & language.
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Since the family is primarily responsible for the child’s language development, parents are
expected
to incorporate training and practice sessions (learned from therapists) into the child’s
daily
routine and play activities. In addition, the family is responsible for ensuring consistent
use of
amplification.
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At least one, but preferably all family members, should learn the chosen sign language system
in
order for the child to develop age-appropriate language and communicate fully with his/her
family.
It should be noted that a parent’s acquisition of sign vocabulary and language is a long
term,
on-going process. As the child’s expressive sign language broadens and becomes more complex,
so too
should the parents’ in order to provide the child with a stimulating language learning
environment.
The family is also responsible for encouraging consistent use of amplification.
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Parent Training
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If
parents are
not deaf, intensive SL training and education about deaf culture is desired in order for
the
family to become proficient in the language.
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Cued
speech can
be learned through classes taught by trained teachers or therapists. A significant
amount of
time must be spent using and practicing cues to become proficient.
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Parents
must
consistently sign while they speak to their child (simultaneous communication). Sign
language
courses are routinely offered through the community, local colleges, adult education,
etc.
Additionally, many books and videos are widely available. To become fluent, signing must
be used
consistently and become a routine part of your communication.
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