ERIC Number: ED414670
Record Type: RIE
Publication Date: 1997-Aug
Reference Count: N/A
Educating Children Who Are Deaf or Hard of Hearing: Auditory-Verbal. ERIC Digest #E552.
This digest presents an overview of the auditory-verbal approach to teaching communication skills to children who are deaf or hard of hearing. The goal of auditory-verbal practices is for children who are deaf or hard of hearing to grow up in "typical" learning and living environments that enable them to become independent, participating, and contributing citizens in an inclusive mainstream society. The principles of auditory-verbal practice are identified and include: (1) working toward the earliest possible identification of hearing loss; (2) seeking the best available sources of medical treatment and technological amplification of sound; (3) helping the child understand the meaning of any sounds heard; (4) helping the child learn to respond and to use sound; (5) using the parents as the most important models for learning speech and spoken communication; (6) working to help children develop an inner auditory system; (7) knowing how children with normal hearing develop and using this knowledge to help children with hearing impairments; (8) observing and evaluating the child's development in all areas; and (9) helping children participate educationally and socially with typical children. The benefits and limitations of this program, and questions to ask before choosing this option are also discussed. (CR)
Descriptors: Auditory Training, Children, Deafness, Early Intervention, Elementary Secondary Education, Hearing Aids, Hearing Impairments, Inclusive Schools, Mainstreaming, Outcome Based Education, Parent Participation, Program Evaluation, Speech Skills, Verbal Communication
ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589; toll-free telephone: 800-328-0272.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.
Identifiers: ERIC Digests