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.
IV. PRIMARY RESPONSIBILITY FOR TEACHING
V. PROCESS OF TEACHING DEAF CHILDREN TO SPEAK.
VI. ROLE OF MOTOR SKILLS IN TEACHING A DEAF
VII. ROLE OF EVALUATION IN TEACHING DEAF
A. Phonetic level evaluation. B. Phonologic level evaluation. C. Intelligibility evaluation.
D. Evaluation and speech reception.
This research provides an overview of the issues, concepts, and strategies involved in the teaching of deaf children to speak. The focus in this research is on children whose hearing impairment preceded their lingual development. Speech, as the term is used in this research, refers to spoken (oral) language skills (Ling, 1976). "Speech is not a subject to be taught, but a means of communication to be established which enables the child to acquire language, education, and a richer life experience" (Ling, 1979, p. 211).
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 Sign Language are examples of methodological approaches) for the teaching of communicative skills to hearing impaired children (Katsiyannis, 1991). The most intense debate concerns the Total Communication (TC) approach, which is primarily a signing method, and Cued Speech (CS), which is primarily an oral method (Katsiyannis, 1991). A broader controversy involves the TC approach, as the method of choice, and auditory (aural)/oral (A/O) approaches generally, as alternative methods of choice (Musselman, Wilson, and Li...