School-Age Children with HL Chapter 14

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School-Age Children with HLChapter 14

• Perry C. Hanavan, Au.D.

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Auditory-Verbal

• A key element of this approach is teaching
  children to make effective use of their residual
  hearingeither via hearing aids or a cochlear
  implant.
• AV therapists work one-on-one with the child to
  teach him or her to rely only on listening
  skills.
• Because parent involvement is an important part
  of the auditory-verbal approach, therapists also
  partner with parents and caregivers to provide
  them with the skills they need to help the child
  become an auditory communicator.
• Neither speechreading nor sign language is
  taught.

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Auditory-Oral

• This approach encourages children to make use of
  the hearing they have (called residual hearing)
  using hearing aids or cochlear implants.
• Speechreading, sometimes called lipreading, is
  used to supplement what's detected through
  residual hearing.
• Children learn to listen and speak but do not
  learn sign language.

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Cued Speech

• Children learn focus on the movements that the
  mouth makes when we talk.
• This is combined with
• (a) eight hand shapes (called cues) indicating
  groups of consonants, and
• (b) four positions around the face, indicating
  vowel sounds.
• Some sounds look alike on the lipssuch as "b"
  and "p"and others can't be seen on the lipssuch
  as "k."
• The hand cues help the child tell what sounds are
  being voiced.

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Total Communication

• In this communication system, methods are
  combined. (Any and all means.)
• Children learn a form of sign communication.
• Use finger spelling.
• Use speechreading.
• Use speech.
• Written English, gestures, mime.
• Use hearing aids and/or cochlear implants and
  HAT.

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SEE

• Two basic types of SEE sign language.
• SEE is either Signed Exact English, or Seeing
  Essential English. (SEE-1 or SEE-2)
• SEE or signed language that follows the
  grammatical structure of English.
• Purpose is to present spoken English visually.
• Goal of using these systems is English literacy.
• in relative terms, SEE is easier for parents and
  teachers to learn.

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ASL

• ASL or American Sign Language is considered the
  language of the Deaf Community. 
• Composed of manual gestures called signs in
  combination with various types of non-manual
  grammar (mouth morphemes, appropriate facial
  expression, body movement etc.). 
• Some of ASLs grammatical features include
  directional verbs, classifiers, rhetorical
  questions and the temporal aspect.  
• ASL has its own grammar that does not in any way
  reflect the grammar of English.

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Bilingual-Bicultural (Bi-Bi)

• Communication emphasis is on ASL and written
  English.
• Bilingual assumes ASL is the first language of
  deaf students (Only deaf children of deaf parents
  are likely to acquire ASL as first language
  naturally from their parents 10)(90 hearing
  parents).
• Bi-Bi programs are restricted to residential and
  day schools for the deaf. 
• Aural/oral training still exists in bi-bi
  schools, but it is held separate from daily
  classroom instruction.
• Use of amplification is not a requirement.

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Communication Options

• Communication Options

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Residential Schools for the Deaf

• Public
• Private
• Charter

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Day Schools

• Public
• Private
• Charter

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Self-Contained Classrooms

• These classrooms only contain children who are
  deaf or hard of hearing. 
• Teachers in these classrooms are specially
  trained in deaf education. 

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Regular Classroom

• A placement option in which children go to
  regular classes and they also go to some special
  education classes or resource classes. 
• special education classes or resource classes are
  taught by specially trained teachers. 

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Home School

• Homeschooled education may include clear
  communication, one-on-one attention, and teaching
  methods that are adapted to the childs
  educational needs and learning style. 
• The child can work at his own pace and the
  parents can choose a communication system that
  works for their child. 
• Children under an IEP may receive support
  services from the State.