II. CONTROVERSY SURROUNDING COMMUNICATIVE SKILLS DEVELOPMENT BY HEARING-IMPAIRED CHILDREN.
III. JUSTIFICATION FOR TEACHING DEAF CHILDREN TO SPEAK.
B. Communicative skills development.
IV. PRIMARY RESPONSIBILITY FOR TEACHING DEAF CHILDREN TO SPEAK.
V. PROCESS OF TEACHING DEAF CHILDREN TO SPEAK.
VI. ROLE OF MOTOR SKILLS IN TEACHING A DEAF CHILD TO SPEAK.
VII. ROLE OF EVALUATION IN TEACHING CHILDREN TO SPEAK.
A. Phonetic-level evaluation.
B. Phonologic-level evaluation.
D. Evaluation and speech reception.
VIII. SUMMARY. TEACHING DEAF CHILDREN TO SPEAK
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). ôSpeech 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 experienceö (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 Lindsay, 1989).
One judicial Hearing Officer held that ôthe dominant vi...