|
Communication Options
|
American Sign
Language/English as a Second Language (ASL/ESL)
Bilingual/Bicultural
|
Auditory-Verbal
Unisensory
|
Cued Speech
|
Oral
Auditory-Oral
|
Total Communication
|
| Definition |
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. |
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. |
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. |
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. |
| Primary
Goals |
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 ASL is commonly referred to as
"the language of the deaf", it prepares the child for
social access to the deaf community. |
To
develop speech, primarily through the use of aided hearing
alone, and communication skills necessary for integration into
the hearing community. |
To
develop speech and communication skills necessary for
integration into the hearing community. |
To
develop speech and communication skills necessary for
integration into the hearing community. |
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. |
| Language
Development
(Receptive)
|
Language
is developed through the use of ASL. English is taught as a
second language after the child has mastered ASL. |
Child
learns to speak through the early, consistent and successful use
of a personal amplification system (hearing aids, cochlear
implant, FM system). |
Child
learns to speak through the use of amplification, speech reading
and use of "cues" which represent different sounds. |
Child
learns to speak through a combination of early, consistent and
successful use of amplification and speechreading. |
Language
(be it spoken or sign or a combination of the two) is developed
through exposure to oral speech, a formal sign language system,
speech reading and the use of an amplification system. |
| Expressive
Language |
ASL is
child’s primary expressive language in addition to written
English. |
Spoken and
written English |
Spoken
English (sometimes with the use of cues) and written English. |
Spoken and
written English |
Spoken
English and/or sign language and finger spelling and written
English |
| Hearing |
Use of
amplification is not a requirement for success with ASL. |
Early,
consistent and successful use of amplification (hearing aids,
cochlear implant, FM system) is critical to this approach. |
Use of
amplification is strongly encouraged to maximize the use of
remaining hearing. |
Early and
consistent use of amplification (hearing aids, cochlear implant,
FM system) is critical to this method. |
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. |
| Family
Responsibility |
Child
must have access to deaf and/or hearing adults who are fluent in
ASL 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. |
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. |
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. |
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. |
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, ongoing 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. |
| Parent
Training |
If
parents are not deaf, intensive ASL training and education about
deaf culture is desired in order for the family to become
proficient in the language. |
Parents
need to be highly involved with child’s teacher and/or
therapists (speech, auditory-verbal, etc.) in order to learn
training methods and carry them over to the home environment. |
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. |
Parents
need to be highly involved with child’s teacher and/or
therapists (speech, aural habilitation, etc) to carry over
training activities to the home and create an optimal
"oral" learning environment. These training activities
would emphasize development of listening, speech reading and
speech skills. |
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. |
