School-Age Children with HL Chapter 14

1. School-Age Children with HLChapter 14 Perry C. Hanavan, Au.D.

4. Auditory-Verbal • A key element of this approach is teaching children to make effective use of their residual hearing—either 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.

5. 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.

6. 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 lips—such as "b" and "p"—and others can't be seen on the lips—such as "k." • The hand cues help the child tell what sounds are being voiced.

7. 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.

8. 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.

9. 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 ASL’s 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.

10. 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.

11. Communication Options • Communication Options

12. Residential Schools for the Deaf • Public • Private • Charter

13. Day Schools • Public • Private • Charter

14. 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. 

15. 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. 

16. Home School • Homeschooled education may include clear communication, one-on-one attention, and teaching methods that are adapted to the child’s 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.