TEACHING DEAF CHILDREN TO SPEAK

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 commun

. . .
o may be a classroom teacher, but who may also be a parent, or may be a shared primary responsibility between parent and teacher. Ling (1978) agreed that speech specialists will fill supporting roles in teaching deaf children to speak. 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 childÆs waking life. 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). Speech specialists cannot provide spaced practice as readily as the parent or teacher. Nor are speech specialists in a position to encourage the child to use à skills in communicating about ongoing activities in the home and school, thus relating speech to cognitive, linguistic, and academic growth (Ling, 1979, pp. 212-213). The Process of Teaching Deaf Children to Speak Language skills of any type are best acquired as a part of an on-going process (Caccamise, Newell, Fennell, and Carr, 1988). Ling (1979
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