| Auditory and speech skill development training can
be an integral part of programming for deaf children utilizing American
Sign Language as their primary language of instruction. A common
impression that ASL inhibits auditory and speech skill development
does not have to be true. In fact, a child's language strength in
ASL can support and facilitate development of a child's auditory
and speech skills. It is important that the outcomes determined for
each child take into consideration realistic expectations, the child's
identity and interaction with the Deaf Culture, as well as the child
and family's needs and interests in auditory and speech development.
Auditory and speech skill development encompasses a wide variety
of skills. Some traditional components of an auditory and speech
program include facilitating development of listening and speaking.
These skills are only one component of a comprehensive auditory and
speech communication development program for deaf and hard of hearing
children. Some areas outside of traditional listening and speech
skill development which should be included in a communication program
are:
- Use of visual and auditory assistive technology.
- Understanding
and use of non verbal communication cues, ( i.e. facial expression,
body language, etc...)
- Development of receptive and expressive
skills related to speechreading. (comprehension of information
on the lips/face as well as use of correct mouth movements/facial
expressions)
- Use of visual strategies to promote student understanding
of the phonetic components of spoken language.
- Exposure to a
variety of attention getting techniques appropriate for use with
deaf and hearing people.
- Opportunities to practice public communication,(
i.e.: ordering in a restaurant, interactions in a store or bank,
speaking to a group, etc...)
- Development of appropriate strategies
to become an effective and flexible communicator (i.e. beginning
and ending conversation appropriately, code switching, turn taking,
etc....)
- Exposure to concepts that many objects in the environment
make noise and many noises are produced by the body.
- Application
of computer technology and programs for development of auditory/speech
communication skills.
- Educating students about their communication abilities, advocacy
rights, and the importance of being an informed consumer.
- Exposure
to music and musical instruments.
- Exposure to nursery rhymes and
poetry.
Planning Process
The process for determining each child's auditory and speech training
program should begin with a comprehensive evaluation to assess the
child's current oral/aural skills. In determining goals and service
provision it is important to look at a child's auditory and speech
functioning and potential and how this area of development can enhance
a child's overall communication abilities. Documentation of a child's
auditory and speech development program can be integrated into the
IFSP/IEP (Individual Family Service Plan/Individual Educational Plan)
process.
The extent of focus on auditory and speech skill training will
be different for each child. Children utilizing ASL as their primary
language will have differing potential and interest in auditory and
speech development. Planning for a child's program in auditory and
speech communication can be best facilitated by utilizing a team
approach involving communication specialists (speech/language pathologist,
audiologist, hearing therapist), teacher(s), family members and the
child when appropriate. It is important that the specialists involved
in auditory and speech development programming be capable of communicating
with the student in ASL.
Skill Development and Utilization
How to best provide auditory and speech training services is dependent
on the structure of each educational setting. It will be necessary
to explore strategies to establish an environment that supports use
of oral/aural skills while respecting and developing ASL. Every effort
should be made to encourage a supportive atmosphere for a child to
utilize their individual speech and listening skills and develop
to their potential.
The following strategies can be utilized when trying to incorporate
auditory and speech development in an ASL environment.
- Provide natural opportunities throughout the day for utilization
of a child's listening and speaking abilities (i.e. calling
a child's name, greetings, following directions, requesting a child
to utilize spoken language when appropriate etc....)
- Provide opportunities to address auditory and speech goals
when communicating one-on-one with students.
- Establish team teaching, where one team member provides an
ASL model and one provides a spoken English model as appropriate
to meet individual student needs.
- Utilize a variety of service provision models such as:
- Integration of auditory and speech development
sessions into the classroom. Auditory and speech
development specialists can work with teachers
and other classroom staff demonstrating how to adapt
existing classroom materials, and activities
to meet each student's auditory and speech development needs.
- Provide auditory and speech development sessions
outside of the classroom. Auditory and speech
development specialists can work with individuals or small
groups of students in a setting that will not interrupt
other students and where the students can focus
specifically on auditory and speech skill development.
- Place groups of students with established spoken
language skills together for ongoing opportunities
to utilize and develop spoken language.
- Set up learning stations as described below to facilitate skill
development. The materials can be designed to meet individual
student needs.
- Include audio tapes and videotapes of songs which
can be used independently for listening pleasure.
- Create audio tapes of books which include a drum
beat to signal page turning to enable a child
to associate the spoken language with print.
- Facilitate listening/literacy development through
use of books, videotapes and audio tapes.
The students can experience the same book through a variety
of modalities; on videotape, via ASL, on audio
tape, via spoken English, and through print. Writing activities
related to the books can be integrated into
the station.
- Establish opportunities for oral "read aloud" time
for students who have established or readily developing spoken
language abilities. Read, tell, or reiterate a story or concept
to students in spoken language after a story has been communicated
in ASL.
- Establish specific instructional activities which translate
ASL concepts, grammar and vocabulary to spoken language.
Response
developed at Kendall Demonstration Elementary School by: Debra
Nussbaum, Audiologist, Bettie
Waddy-Smith, Communication Specialist/Speech, Stephanie
Marshall, Audiologist, March, 1998.
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