TEACHING DEAF CHILDREN TO SPEAK.   Term Paper ID:19047 Click to get this paper

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Paper Abstract: Methods, justification, teacher's responsibility, motor skills, evaluation. Outline. Paper Introduction: TEACHING DEAF CHILDREN TO SPEAK I. INTRODUCTION. A. Purpose. B. Focus. C. Definition of speech. II. CONTROVERSY SURROUNDING COMMUNICATIVE SKILLS DEVELOPMENT BY HEARING-IMPAIRED CHILDREN. III. JUSTIFICATION FOR TEACHING DEAF CHILDREN TO SPEAK. A. Neurological. B. Communicative skills development. C. Role of speech. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Musselman, C. A knowledge ofspeech production aids in language perception and memory. One problem observed withrespect to the TC approach is that it requires a familiarity with andcompetence in signing by the primary care giver (Musselman and Churchill,1991). Memory is aided by providing a mechanism for the rehearsal of verbalmaterial (Ling, 1979, p. 211). 27). TC programs had better receptive language ...(Musselman, Lindsay, and Wilson, 1988, p. K., & Lindsay, P. Wolff, A. There are many variants ofevery vowel and consonant used in English, yet only one symbol depicts eachof them. Bell Association for the Deaf. Within the framework of the process, however, variations may andoften should be made to accommodate to special needs and characteristics ofthe child being taught to speak. (1989). Ling (1979, p. Effectively teaching a deaf child to speak requires adherence to aprocess. 111). 55-81. is that total communication is anappropriate approach for any profoundly hearing-impaired child" (In re JeanMarie and Michael Lyn H. Thus, the primary care giver (most often a parent) is oftenrequired "to communicate in a mode in which they typically develop only aminimal competence" (Bornstein, 198 , p. B. Wolff, A. Baltimore: Paul H. The Volta Review, 93(2), 97-1 1. Journal of Speech and Hearingdisorders, 52(1), 84-94. (1988). Turnbull (199 , p. Ling, D. Clarity of speech facilitates differentiation,identification, and understanding of both words and language structure.Additionally, speech "is an ... TEACHING DEAF CHILDREN TO SPEAK I. Turnbull, H. VI. Brain-behavior relationships in deaf children: The GallaudetNeurobehavioral Project. through training programs that encourage a more child-centered ...approach ... R., Lindsay, P. SUMMARY. Purpose. Primary Responsibility for Teaching Deaf Children to Speak Webster and Wood (1989, p. Intelligible fluent speech is the ultimate goal in teaching a deafchild to speak (Ling, 1979). Principles underlying the development of speechcommunication skills among hearing-impaired children. opportunity for a wide range ofhuman experiences, and possible limit ... New York: Praeger Publishers. Journal of the American Deafness andRehabilitation Association, 21(4), 1-9. Evaluation of this ultimate goal, however, isnot possible until a substantial proportion of the basic speech patternshave been acquired (Ling, 1979). PRIMARY RESPONSIBILITY FOR TEACHING DEAF CHILDREN TO SPEAK. assuming supporting roles." Ling and Ling(1978) held that such responsibility falls to the primary care giver, whomay be a classroom teacher, but who may also be a parent, or may be ashared primary responsibility between parent and teacher. III. 211) contend that teaching deaf children to speak isjustified because: "Speech is the means of communication used by almost allmembers of society. Aural habilitation: The foundations ofverbal learning in hearing-impaired children. The older a child is,however, the more difficult it is typically for the child to "to transferphonetic level (motor) skills into phonologic use ... Anevaluation of current trends in preschool programming for deaf children.American Journal of Speech and Hearing Disorders, 53, 71-88. 22 ). Communication methods for hearing-impairedstudents: The role of the judiciary. D. Flexibility is acquiredthrough the alteration of a "newly acquired sound with others already wellestablished and through the integration of features learned in previousstages" (Ling, 1979, p. Printed language is"much less than 'speech written down.' There are many variants of everyvowel and consonant used in English, yet only one (lower case) symboldepicts each of them. The Georgiaand New York State programs for assessing and developing sign communicationskills of rehabilitation personnel. ." Rondal (1988, p. The focusin this research is on children whose hearing impairment preceded theirlingual development. In re Jean Marie and Michael Lyn H. These contrasts provide the base "from whichother sounds having similar features can be established" (Ling, 1979, p.214). 213). (1978). B., Kammerer, B. . Volta Review, 81(4),211-223. "Speech is not an alternative to language but a means of acquiring it"(Ling, 1979, p. The Controversy Surrounding Communicative Skills Development By Hearing- Impaired Children Controversy surrounds the choice of method (Cued Speech, oral-auralism, simultaneous communication, auditory-verbal, and American SignLanguage are examples of methodological approaches) for the teaching ofcommunicative skills to hearing-impaired children (Katsiyannis, 1991). 215). ROLE OF MOTOR SKILLS IN TEACHING A DEAF CHILD TO SPEAK. 215). Clarity ofspeech facilitates differentiation, identification, and understanding ofboth words and language structure. The purpose of phonetic-level evaluation in the teaching ofdeaf children to speak are to (1) determine what motor speech skills havebeen learned and retained, and (2) determine what the next speechdevelopment targets should be (Ling, 1979). Ling (1979, p. that each sound has only one form" (Ling, 1979, pp. Bell Association for the Deaf. Communicative skills development. This contributes to the existence of an unusually high proportion of individuals with varying degrees of neurological dysfunction among the deaf population (Wolff and Harkins, 1986, p. American Annals ofthe Deaf, 134(1), 9-13. The Role of Evaluation in the Teaching of Deaf Children to Speak Evaluation is an essential element in any teaching process (Geers andMoog, 1987). 212- 213). A. H., & Wilson, A. G. C. (1987). The focus in methodselection, thus, should be "on those characteristics of individual studentswhich facilitate their ability to develop and use ... 218). S. (1989). B. V. PROCESS OF TEACHING DEAF CHILDREN TO SPEAK. 215). W. Since speech is a means of communication rather than a subject to be taught, attention to speech skill acquisition should be a continuing process, one that pervades every aspect of the child's waking life. limit employment and earningcapacity as an adult" (Ling, 1979, p. This situation is a major justification for teaching deafchildren to speak. "Controlling for differences in hearinglevel and intelligence, children in ... C. Thus, differentapproaches may be appropriate for different children, and the appropriateapproach for a specific child may change over time. Skill = speed x accuracy x form x adaptability.Perceptual Motor Skills, 13, 163-17 . Journal of the American Deafness andRehabilitation Association, 23(2), 19-33. Phonetic-level evaluation isrequired as frequently as the need to formulate new targets develops (Ling,1979). Free appropriate public education: The law andchildren with disabilities. B., & Harkins, J. It was found that teaching deaf children to speak is justified becausespeech is the means of communication used by almost all members of society. Further, Ling (1979, p. Evaluation and speech reception.VIII. The trend in recent years has been from predominantly A/Omethods to the TC approach (Moores, 1982). Ling (1978)agreed that speech specialists will fill supporting roles in teaching deafchildren to speak. Phonologic-level evaluation. II. Sensory integration is important in language acquisition(Ling, 1979). The Justification for Teaching Deaf Children to Speak One justification for teaching deaf children to speak is thecontention that a failure to learn oral language "may give rise to thedevelopment of atypical functional specialization in various areas ofcerebral cortex" (Wolff, Kammerer, Gardner, and Thatcher, 1989, p. Similarly, feature contrasts also underlie vowel production inspeech. Themost intense debate concerns the Total Communication (TC) approach, whichis primarily a signing method, and Cued Speech (CS), which is primarily anoral method (Katsiyannis, 1991). (1988). C. 221-222).This situation is a major justification for teaching deaf children tospeak. Nor are speech specialists in a position to encourage the child to use ... The process of teaching deaf children to speak must recognize thatmost "consonants are not sounds in their own right, but ways of releasingand arresting vowels" (Ling, 1979, p. Ling, D., & Ling, A. Cumulative record of speech skill acquisition.Washington: A. Speech, as the term is used in this research, refersto spoken (oral) language skills (Ling, 1976). Since the printed word isa representation of the spoken form, children who have speech can developnormal word attack strategies" (Ling, 1979, p. Deaf children in America.Boston: Little, Brown and Co., pp. BellAssociation for the Deaf. Previously learned motor skills provide the deaf child with contextsthat facilitate the production of new speech target patterns (Ling, 1979).The process of speech development by a deaf child is characterized by"incremental and relative growth" (Ling, 1979, p. B. K. Hopewell, New Jersey: Houghton-Mifflin Co. InMarfo, K. (Ed.). VII. ." The choice of methodological approach, therefore, shouldbe based on the specific needs of the individual child. aid to reading. A. [SEA WA 1979], EHLR 5 1:189. Thus, even "before all of the sub-skillsof a particular pattern have been mastered, the limited use of that patternin meaningful (phonologic level) speech should be expected" (Ling, 1979, p.218). H. CONTROVERSY SURROUNDING COMMUNICATIVE SKILLS DEVELOPMENT BY HEARING-IMPAIRED CHILDREN. Lastly, teaching deaf children to speak is justified because, "itis in the course of teaching speech ... (1988). Therefore, patternsacquired at the phonetic level should be rehearsed in words, phrases, andsentences" (Ling, 1979, p. Ling (1979) contended that teaching a new sound in a word may be feasible;however, it will rarely prove as effective as first teaching the child themotor patterns involved in the syllables. human contact." Further, to deprive a child of speechis to deprive the child of "a basic personal-social tool, impair ...potential for independence, restrict ... A knowledge of speech production aids inlanguage perception and memory." Perception is aided "by providing aframework against which incoming speech can be interpreted" (Ling, 1979, p.212). R. The Hearing Officerwent on to add that: "This is not to say that an aural/oral approach doesnot meet the description of appropriateness for some hearing-impairedchildren" (In re Jean Marie and Michael Lyn H. Conversational control inmother-child dyads. (1961). 22 ). that ideal opportunities arise forthe development of auditory and/or other speech reception skills" (Ling,1979, p. E. Phonetic, phonologic, and intelligibility evaluation are tests ofspeech production, as opposed to speech reception (Ling, 1979).Nevertheless, Ling (1979, p. A. K., & Thatcher, R. 213). Caccamise, F., Newell, W., Fennell, D., & Carr, N. H. The focusin this research was on children whose hearing impairment preceded theirlingual development. There are four primary motor skill components--accuracy,speed, economy of effort, and flexibility (Johnson, 1961). Factorsaffecting the placement of preschool-aged deaf children. Speech specialists cannot provide spaced practice as readily as the parent or teacher. (199 ). 19).The development of such atypical functional specialization compounds thesituation stemming from the ... Johnson, H. skills in communicating about ongoing activities in the home and school, thus relating speech to cognitive, linguistic, and academic growth (Ling, 1979, pp. Speech, as the term was used in this research, refersto spoken (oral) language skills. 178) arguedthat the input of primary care givers can be "enhanced as a training tool... (1976). variants of the sound is to riskteaching ... This approach servesbest the establishment of main feature contrasts that underlie consonantproduction (Ling, 1979). Educating the deaf: Psychology, principles, andpractices. Without it, a person is severely limited in the extent and quality ofhuman contact. Musselman, C., & Churchill, A. TEACHING DEAF CHILDREN TO SPEAK This research provides an overview of the issues, concepts, andstrategies involved in the teaching of deaf children to speak. Predicting spoken languageacquisition in profoundly deaf children. (2nd ed.). 213). 216) contendedthat, where possible, speech skills should be "developed early in life sothat the child's need to approximate words is not unduly extended."Approximations should be accepted, however, until such time as the childhas acquired the motor skills necessary to produce the desired patterns(Ling, 1979). Geers, A. Signed English: A first evaluation. 212). 58). The research indicated that printedlanguage is much less than speech written down. In the teaching process, the "syllable rather than theconsonant is the nucleus of speech" (Ling, 1979, p. 22 ). Role of speech. 215). The Role of Motor Skills in Teaching A Deaf Child to Speak While motor skills are essential in teaching a deaf child to speak,they are insufficient in themselves to develop effective speechcommunication (Ling, 1979). A. The multiple pattern approach prevents boredom, allows thechild to experience success on one pattern even if difficulty isencountered on another, permits the contrast of one sound with another, andpermits the child to move at a faster rate (Ling, 1979). (1978). Definition of speech. (1982). 212). Brookes PublishingCo. 213). 212). Speech fluency can be acquired "only if theneuro-motor skills required for producing speech have been acquired" (Ling,1979, p. 474). Thus, the "ability to producea consonant with only one central vowel is an inadequate skill" (Ling,1979, p. Thus, to symbolize a speech sound in writingbefore the child has acquired the ... In consonant development, manner "distinctions should be developedprior to place distinctions" (Ling 1976, p. Moores, D. Speech and the hearing-impaired child: Theory andpractice. (1986). 125) argued that the determination of theappropriate method should be "child-centered and process-oriented, notsystem-centered and result-oriented ... 156) contended that the responsibility forteaching deaf children to speak "will increasingly fall upon the classroomteacher with specialists ... It has been found that motor skills can be learned or improved at anypoint during the life of an individual (Ling, 1979). Without it, a person is severely limited in the extentand quality of ... Washington: A. Musselman, C. References Bornstein, H. The Process of Teaching Deaf Children to Speak Language skills of any type are best acquired as a part of an on-goingprocess (Caccamise, Newell, Fennell, and Carr, 1988). AmericanAnnals of the Deaf, 125, 467-481. Katsiyannis, A. Multihandicapped students. ROLE OF EVALUATION IN TEACHING CHILDREN TO SPEAK. Neurological. Flexibility is the last of the motor skillcomponents typically acquired (Johnson, 1961). (1979). Special needs in ordinary schools:Children with hearing difficulties. J. Lastly, teaching deaf children to speak is justifiedbecause, it is in the course of teaching speech that ideal opportunitiesarise for the development of auditory and/or other speech reception skills. Rondal, A. Washington: A. American Annals of the Deaf, 136(1), 5-16. relatively high prevalence of causes of deafness that are also potentially injurious to the central nervous system. (1991). [SEA WA 1979], EHLR 5 1:189). Webster, A., & Wood, D. Summary This research provided an overview of the issues, concepts, andstrategies involved in the teaching of deaf children to speak. Each of the four components of motor skill are "essential to theautomatization of a speech pattern" (Ling, 1979, p. JUSTIFICATION FOR TEACHING DEAF CHILDREN TO SPEAK. Theautomatization of a speech pattern is the production of the pattern withoutconscious attention, and is required, "if the child is to be concerned withwhat" is being said, rather than how it is being said (Ling, 1979, p. ... G. G. Parent-child interaction and the process oflanguage acquisition in severe metal retardation: Beyond the obvious. 216). In the process of teaching a deaf child to speak, working a number ofspeech patterns concurrently is preferable to working one pattern at a time(Ling, 1979). INTRODUCTION. Parent-child interaction and developmental disabilities:theory, research, and intervention. F. 212). (198 ). Ling, D. 216). One judicial Hearing Officer held that "the dominant view amongscholars and practitioners ... (1991). R., Wilson, A. "Speech is not a subject tobe taught, but a means of communication to be established which enables thechild to acquire language, education, and a richer life experience" (Ling,1979, p. A/O programs had better spokenlanguage, while those in ... Speech, thus, isnot an alternative to language but a means of acquiring it. [SEA WA 1979], EHLR5 1:189). N., & Karchmer, M. Phonetic-level evaluation. It follows that the mother and/or teacher (those who have the child in their care for most of the day) are in the best position to provide the necessary conditions, stimulation, and reinforcement for speech development practice in the acquisition of motor skill (phonetic- level performance). Once basic patterns have been acquired,however, intelligibility evaluation becomes feasible, desirable, andvaluable. A broader controversy involves the TCapproach, as the method of choice, and auditory (aural)/oral (A/O)approaches generally, as alternative methods of choice (Musselman, Wilson,and Lindsay, 1989). 22 ) contended that such evaluations providesome opportunity to assess a deaf child's "ability to detect, discriminate,identify, and understand speech through different sense modalities(audition, vision, and touch)." The evaluator, thus, should observe theextent to which a child "can receive particular patterns," as well as howthe senses are used in this process (Ling, 1979, p. Further, teaching a deaf child to speak is justifiedbecause speech is not simply an expressive language skill. Intelligibility evaluation. 85). Research has found, however,that each approach has advantages. L., Gardner, J. 213)held that the "broad stages of normal speech development progress from 1)simple vocalization through control over voice patterns, to 2) theemergence of a basic vowel system and the co-articulation of consonants, to3) mastery of the blending process in running speech." Each stage of theprocess provides "the foundations for the acquisition of speech patterns inthe next and subsequent stages" (Ling, 1979, p. strategies" inlearning to speak (Foster, 1988, p. InSchindroth, A. Denver: Love Publishing Co. Ling (1979, p. A child's"ability to follow the instruction of the examiner allows informalassessment of" the child's "ability to comprehend spoken language" (Ling,1979, p. E., & Moog, J. Initially,accuracy is attained only at the expense of the other motor skillcomponents (Johnson, 1961). IV. W.(1989). "Regular phonologic evaluations are required" to assure that acquiredphonetic-level skills become "an integral part of the child's spokenlanguage" (Ling, 1979, p. (3rd ed.). Thus, to symbolize a speech sound in writing before the child hasacquired the variants of the sound is to risk teaching that each sound hasonly one form. Focus. Ling, D. 212) further contended that speech "is not simply anexpressive language skill. (Eds.). If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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