A Model for Providing Comprehensive Speech Services Within a Total Communication Program for the Deaf

1981 ◽  
Vol 126 (7) ◽  
pp. 803-805
Author(s):  
Margery Silberman Miller
Keyword(s):  
Communication Program ◽  
Total Communication

Providing a Program To Meet the Needs of Toddlers With Hearing Loss and Deafness

2012 ◽  
Vol 22 (1) ◽  
pp. 4-10
Author(s):  
Gina M. Gomez ◽  
Lisa D. Piehota ◽  
Rachael R. B. Dischner
Keyword(s):  
Hearing Loss ◽  
Public Schools ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Interdisciplinary Team ◽  
Education Department ◽  
Number Of Children ◽  
Communication Program ◽  
Total Communication ◽  
Full Day

When they noticed an increase in the number of children identified with an educational label of hearing impairment or deafness in Arlington County, Virginia, Arlington Public Schools' (APS') special education department and staff at Patrick Henry Elementary School were determined to meet the needs of these children in an intensified manner. In APS, toddlers identified with hearing loss or deafness can now enter a full-day toddler total communication program for children ages 2 to 3. An interdisciplinary team collaborates to provide instruction that is developed and tailored to meet the unique needs of students with hearing loss. We anticipate that students with hearing impairment or deafness who have participated in Arlington's Toddler Deaf and Hard of Hearing Program will score higher on countywide assessments than their peers who did not attend the program.

Use of Speech by Children From Total Communication Programs Who Wear Cochlear Implants

2002 ◽  
Vol 11 (1) ◽  
pp. 50-58 ◽  
Author(s):  
Ann Geers ◽  
Brent Spehar ◽  
Allison Sedey
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Speech Intelligibility ◽  
English Language ◽  
Language Competence ◽  
Communication Program ◽  
Wide Range ◽  
Total Communication ◽  
Intelligibility Ratings ◽  
English Syntax

This study examined whether children who are deaf acquire usable speech or continue to rely primarily on manual communication when they are enrolled in a total communication setting following receipt of a cochlear implant. Furthermore, it considered whether the use of speech post-implant is associated with other outcomes such as better speech perception skills, English language competence, speech intelligibility, and educational mainstreaming. Language samples were elicited from twenty- seven 8- and 9-year-olds who had received a Nucleus 22-channel cochlear implant before age 5 and were enrolled in a total communication program for at least the first 3 years following implantation. Samples were transcribed by mode of production (i.e., speech or sign) and scored for lexical diversity, syntax, utterance length, and use of bound morphemes. Results revealed a wide range of mode preference, with some children using primarily speech, some primarily sign, and some using both modes to varying extents. Not only did speech users achieve higher auditory speech perception scores and speech intelligibility ratings, but they also demonstrated better comprehension and use of English syntax than did children who used little or no speech. After 3 years with an implant, speech users were more likely than children who used little or no speech to be placed in mainstream educational programs.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Thinking Beyond Language: Intervention for Severe Aphasia

2009 ◽  
Vol 19 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Nina Simmons-Mackie
Keyword(s):  
Quality Of Life ◽  
Communication Training ◽  
Language Intervention ◽  
Specific Training ◽  
Environmental Support ◽  
Total Communication ◽  
Communication Partners

Abstract Purpose: This article addresses several intervention approaches that aim to improve life for individuals with severe aphasia. Because severe aphasia significantly compromises language, often for the long term, recommended approaches focus on additional domains that affect quality of life. Treatments are discussed that involve increasing participation in personally relevant life situations, enhancing environmental support for communication and participation, and improving communicative confidence. Methods: Interventions that have been suggested in the aphasia literature as particularly appropriate for people with severe aphasia include training in total communication, training of communication partners, and activity specific training. Conclusion: Several intervention approaches can be implemented to enhance life with severe aphasia.

12. Evaluation of Hazard Communication Program in Taiwan

1999 ◽  
Author(s):  
C. Lu ◽  
L. Sung ◽  
D. Yeh ◽  
J. Yu
Keyword(s):  
Hazard Communication ◽  
Communication Program

Pemerolehan bahasa anak berkebutuhan khusus (tunarungu) dalam memahami bahasa

2020 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Nur Haliza ◽  
Eko Kuntarto ◽  
Ade Kusmana
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Deaf Child ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Speech Impairment ◽  
Descriptive Research ◽  
Total Communication ◽  
Type Data ◽  
Children With Hearing Loss

Children with hearing impairment are children with hearing loss who are classified into deaf and hard of hearing. The direct impact of disability is the obstruction of verbal / verbal communication, both speaking (expressive) and understanding the conversations of others (receptive). Obtaining the first language of a deaf child can be done with total communication. Total communication is the most effective communication system because in addition to using a form of communication orally or called oral, the activity of reading, writing, reading utterances, is also equipped with a form of cues. The purpose of this study was to determine the acquisition of language of children with special needs (deaf) in understanding language. Subjects in this study are children with special needs who experience speech impairment (hearing impairment) while the object of this study is focused on only one child, Mila Erdita, a 15-year-old child. This research refers to case studies with descriptive research type. Data collection techniques in this study will be done in three ways, namely; observation techniques, interview techniques, and documentation techniques. In this research, data processing that will be done is to describe the speech data of deaf children to see the acquisition of children's vocabulary. The results of this study indicate that deaf children can obtain a language of total communication using a form of communication orally or called oral, with the activities of reading, writing, reading utterances, also equipped with signs

Sign in / Sign up

Export Citation Format

Share Document