ORALISM VS. MANUALISM.   Term Paper ID:22656 Click to get this paper

Essay Subject: Pros & cons of teaching deaf children to speak vs. signing. Schooling, role of parents, communication effectiveness, level of hearing.... More...

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Paper Abstract: Pros & cons of teaching deaf children to speak vs. signing. Schooling, role of parents, communication effectiveness, level of hearing. Paper Introduction: Oralism Verses Manualism The argument over whether a deaf or hard of hearing child should learn to speak, learn to sign, or both is an old one. There are two main groups of people who argue for each side. A large portion of the adult deaf community feels that being deaf is a separate culture from the hearing and speaking world and that all deaf and hearing impaired children should be brought up as persons who do not need to speak orally. There are some parents and educators who also feel this way. The other side contains deaf people who have been taught to speak, some parents, and some educators who feel that being able to communicate readily with the mainstream oral community adds to a child's options and experiences. There are organizations which promote both philosophies. 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. A child of preschool age does not need thequantity of information that a medical student must have to succeed inschool. Sign language can always be learnedalong with other subjects at a later date. is active in promoting manual communicationand a unified deaf community. Different approaches can be utilized at different times and places(Chertok 6-7). This hearing must be used and trained for it to be useful to theindividual. As one oral-deaf person has said "It is hard being deaf. Anadvantage to training a child to communicate orally is the ability of thechild to then interact with normal children without the need for aninterpreter. "Structure and Videodisc Adaptation of the Transition Competence Battery (TBC) for Deaf Adolescents and Young Adults." Exceptional Children 61 (1994). Almost one-third of the teenagerstested, who had been taught orally, scored at or above grade level. Miss America, Heather Whitestone, caused many deaf people to feelthat she betrayed the deaf culture by speaking and using oralcommunication. Anotherconsideration is the level of communication and type of communicationnecessary for the individual. Is it possible for the family tolearn another language? "Carolyn Stern, M.D., Makes the Rounds." Volta Voices 2 (1995): 6-7."Caya's Words." Volta Voices 2 (1995): 3-4."Miss America at ASHA: Oral Communication Opened Doors." Advance for Speech- Language Pathologists & Audiologists. A motivated learner who wishes to speak will dobetter with an oral approach than an individual who does not want toconcentrate on the lip movements of the person speaking. How does the child react tohis surroundings? A powerful argument for oral training of children is the evidence ofreading ability of teenagers who were given oral training instead ofalternate methods of communication. An interpreter can use total communication, repeatingwhat is said, or sign language to relay communication between a hearing anda hearing impaired individual. Would the family be willing to learn and spend thetime to teach the child to speak and listen? C. Teenagers who had been taught to speakin English before learning to sign had reading score a full five gradelevel above other deaf teenagers (Westerhouse 1). The oral method is not without difficulty. The usual philosophy is to tell parents tochoose one method of communication and remain with it. It tookme five years to hear my name. Progress is slow andtedious. GaudetteUniversity in Washington D. There are organizations which promote both philosophies. 159-173.Chertok, Barbara Liss. & Woodworth, George G. This same study found that the oral communicationskills of profoundly deaf teenagers were good. Their reasoning is thatpeople who are born with significant hearing losses will lose both theculture of the hearing world and the culture of the deaf. A large portion of the adultdeaf community feels that being deaf is a separate culture from the hearingand speaking world and that all deaf and hearing impaired children shouldbe brought up as persons who do not need to speak orally. "Deaf education debate: signing vs. It took me seven years to say it right"(Caya 3). There are drawbacks to all forms of communication with a hearingimpaired individual. Does the child focus intently on faces? Oral methods rely on the individual's ability toutilize a defective sense of hearing to understand their world. For a person who chooses an oral approach, listening skillsand lip reading can be augmented with notetakers, and interpreters.Interpreters are now required to be provided by the Americans withDisabilities Act. Oralism Verses Manualism The argument over whether a deaf or hard of hearing child shouldlearn to speak, learn to sign, or both is an old one. The child will never be able tosign fluently nor talk easily. The brain has lost some of the ability to processthe signals that the ear should pick up as sounds. She worked hard to learn to speak clearly, readlips and listen carefully and wants acceptance as an oral deaf individual.She feels that oral communication has opened more doors in her life thanbeing strictly a sign language speaker would. Some of these same researchers and educatorsare against the use of the cochlear implant devise (Tye-Murray, Spencer andWoodworth 327). Manual communication is also limited whenthe hands are otherwise occupied. They feel thatdeaf individuals will not ever be as proficient in the hearing world as ahearing person is able to be. Theease with which each form of communication fits into the family's lifestyleis an important part of the decision. The level of hearing a child has is not the primary question a parentor education professional needs to ask when trying to determine the bestcommunication method for the child (Neznek 23). (1995, January 9): 1.Neznek, Mary. The other side of the question which some educators and many parentsbelieve is that for many deaf children the world of sound should not beclosed forever. Will there be at least one person in thefamily who can complete follow-up lessons with the child? It limits job prospects and educational opportunitieseven with the protection of ADA. "Thoughts on Educating a Child Who has a Hearing Impairment." Volta Voices 2 (1995): 23-4.Tye-Murray, Nancy, Spencer, L. Thevocabulary, syntax, how to form a complex sentence, how to write one, howto speak one, and how to understand one when spoken (Bullis, Reiman, Davis& Thorkildsen 16 ). Heather Whitestone knows sign language anduses it when appropriate. If a childcannot or will not focus on faces then it becomes very difficult to teach achild to lip read effectively. The key component ofreading well was a working knowledge of the English language. Ifauditory training is not begun early enough, before age 5 or 6, then theresults are not as good. The door to oral communicationis opened more readily at an early stage in life. Works CitedBullis, Michael, Reiman, John, Davis, Cheryl & Thorkildsen, Ron. Speech understanding can be as low as 3 to 5 percentdepending on the speaker and proficiency in using their residual hearing(Chertok 7). Technological improvements in hearing aids, and auditorytrainers mean that almost all children can have some useful residualhearing. The child will be handicapped in bothworlds. The reasons that a parent may use to base the decision on whether touse an oral approach or a manual approach are different in each case. There are someparents and educators who also feel this way. The ability of the childto use the hearing they have with the use of appropriate aids, regular inthe ear aids or an FM system which can connect a speaker directly to theear mold of the listener. These children can be mainstreamed into the regular classroomwith minimal support after oral training has reached minimum competencylevels. This is very significantwhen it is considered along with the knowledge that the average readingability of a deaf teenager or adult is only at the 4th grade level (Bullis,Reiman, Davis & Thorkildsen 16 ). "Acquisition of Speech by Children who have Prolonged Cochlear Implant Experience." Journal of Speech and Hearing Research 38 (1995): 327-337.Westerhouse, Joni. The other side contains deafpeople who have been taught to speak, some parents, and some educators whofeel that being able to communicate readily with the mainstream oralcommunity adds to a child's options and experiences. It is similar to theability of a young child to learn a second language easier than an adult. Most of these individuals are also against the hearingimpaired being taught to speak, read lips and use oral communication astheir primary means of communicating with others. Utilizing only manual communication methods leaves theindividual without the ability to communicate with the majority of normalhearing individuals. Their theory is that if a deaf child isbeing taught to speak, lip read, and communicate orally then all othermodes of communication will be neglected. Theaverage reading score was only one grade below the average grade expectedfor normal hearing 16 and 17 year old teenagers. The study attributed thechildren's reading skills to their facility with the English language. The rewards are worth the extra effort when full communicationwith the hearing world is possible. As she has said "Just because I'm deaf doesn't mean I haveto sign " (Miss America 1). It is notalways effective. And lastly, whatresources does the school district provide and what is available privately?(Neznek 23). There are two maingroups of people who argue for each side. the spoken word." Medical Record 12 (1988, July 7): 1.----------------------- 7 The older a child is when they begin to hear anything thelonger and more difficult it is to begin to process information. 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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