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Communication Approaches Chart COMMUNICATION APPROACHES CHART BEGINNINGS for Parents of Children Who Are Deaf or Hard-of-Hearing, Inc :: www.ncbegin.org BEGINNINGS BEGINNINGS AMERICAN SIGN LANGUAGE (ASL) / ENGLISH AS A SECOND LANGUAGE AUDITORY VERBAL (AV) CUED SPEECH (CS) AUDITORY ORAL (A-O) SIMULTANEOUS COMMUNICATION (SimComm(SimComm) or Total Communication) (Visual Approach) (Auditory Approach) BEGINNINGS believes that, given “ A bilingual approach which includes An approach emphasizing spoken An auditory-visual communication An approach that teaches a child An educational philosophy that accurate, objective information the development of both ASL and language development through approach combining a system of to use his/her remaining hearing uses spoken language and sign English. ASL is a natural, visual/ listening. hand cues with the natural mouth through amplification and the use language simultaneously. about hearing loss, parents can manual language totally accessible Child develops spoken language movements of speech, specifying of speechreading/natural gestures/ Uses an English-based sign to children who are deaf, that has each sound (phoneme) of spoken visual cues to aid the child’s make sound decisions for their child through one-on-one therapy and language system which can its own grammar and linguistic use of residual hearing with optimal language clearly. understanding of language. include speech, speech reading, DEF INITIONS principles. and family. amplification. A hand shape (consonant groups) The use of any form of sign finger spelling, natural gestures ” The acquisition of English is addressed Strives to make the most of a child’s at a location (vowel groups) cues a language communication is not and the use of residual hearing. through the use of teaching strategies ability to learn through listening; syllable. This integration provides encouraged. Joni Alberg, Ph.D. for English as a Second Language. therefore, the child does not rely on clear access to all the phonemes Executive Director, BEGINNINGS visual cues. (sounds) as parents coo, babble and talk. To acquire an age-appropriate internal To develop spoken language through To provide clear communication in To develop spoken language To provide a bridge to the language as a basis for learning a listening by following the stages and the spoken language of the home. through listening and visual cues. development of spoken language second language and opportunities sequence of typical development. To develop the phonemic language To develop spoken language and in the very young child. for academic achievement. To develop the skills necessary for base to achieve full literacy in communication skills necessary for To provide communication To develop a positive self-image and successful mainstreaming in school conversation, reading and writing. school success and integration into between the child and his/her cultural identity providing access to and integration into the hearing To support speechreading, speech the hearing community. family, teachers and peers using PRIMARY the Deaf community. community. sign language. G OALS and auditory skill development. To provide a basis for learning written To promote a positive self-image To support integration into and, when possible, spoken English through natural family and social both the hearing and the Deaf as a second language. interactions using spoken language. communities. The child develops early language The child develops understanding of The child absorbs language The child develops internal The child develops language concepts as well as higher order spoken language through early and through early, consistent, clear language through early, through speech reading, listening cognitive skills by utilizing the visual consistent intervention that emphasizes communication using Cued Speech, consistent listening experiences and exposure to a combination of L ANGUAGE nature of ASL. learning through listening in a speech reading and hearing. and developmentally appropriate speech and sign-based systems in DEVELOPMENT developmentally appropriate sequence. therapy, which includes speech- English order. ( RECEPTIVE) Cueing boosts auditory awareness, Optimal listening opportunities discrimination and understanding. reading and the use of hearing require the use of appropriate hearing technology. technology. ASL fluency and written English. Spoken and written English. Cued, spoken and written English Spoken and written English. Spoken English using sign EXPRESSIVE Ability to code switch from ASL to or other languages (60+ cued language in English word order, L ANGUAGE English (signed, spoken or written languages). and written English. as needed). Encourages individual decision about Early, consistent and appropriate use Early, consistent and appropriate use Early, consistent and appropriate use Consistent and appropriate use of amplification. of hearing technology (hearing aids, of hearing technology (hearing aids, of hearing technology (hearing aids, hearing technology (hearing aids, cochlear implant(s), FM system) is cochlear implant(s), FM system) is cochlear implant(s), FM system) is cochlear implant(s), FM system) is H EARING Amplification may provide access to (AUDITION) spoken language and allow the child critical to this approach. important with this approach. important with this approach. strongly encouraged. more opportunity to become bilingual. Requires ongoing auditory Requires ongoing auditory Requires ongoing auditory management. management. management. Parents are committed to learning Parents are expected to actively Parents are expected to learn to Families are expected to provide Families are expected to learn and using ASL consistently. participate as partners in sessions with speak-and-cue at all times in order appropriate carry-over of goals, and consistently use the chosen Families emphasize literacy in the therapist(s) in order to learn strategies for children to absorb the phonemes strategies and techniques from the English-based sign language home. and techniques that promote the critical to language and reading child’s classroom setting and/or system. auditory learning of goals. readiness. individual therapy sessions into daily Parents need to work with Families provide opportunities for routines and play activities. interaction with the Deaf community Families need to carry over the goals Families need to provide consistent the child’s teacher(s) and/or to help ensure a future independent established in therapy into the child’s use of cues and speech during daily Parents need to work with therapist(s) to learn strategies that and fulfilled Deaf citizen. daily routines and play activities. routines and play activities. the child’s teacher(s) and/or promote language expansion. Parents learn to create an optimal The system is taught in less than 20 therapist(s) to learn strategies and ASL is learned through classes, techniques for developing listening, media, websites, and interaction “listening” learning environment. hours through multi-media, classes, and Family Cue Camps. Consistent speechreading and speaking skills in with members of the Deaf Parents must also provide a language- an oral learning environment. community. rich environment, to make learning daily use and practice leads to through listening a meaningful part of conversational ease within a year. all experiences. 2 3.
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