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Helping Deaf and Hard of Hearing Students to Use Spoken Language
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Helping Deaf and Hard of Hearing Students to Use Spoken Language
A Guide for Educators and Families



May 2007 | 224 pages | Corwin

"Great for parents or someone who teaches the deaf, is entering the field of audiology, or is unfamiliar with hearing loss."
—Roberta Agar-Jacobsen, Teacher of the Deaf, Tacoma Public Schools, WA

"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible."
—Sherilyn Renner, Teacher of the Deaf and Hard of Hearing, Bozeman Public Schools, MT

"I have a student who is hard of hearing: How do I assist the student in speaking?"

As a result of IDEA 2004 and NCLB, more and more students with hearing loss are being educated alongside their hearing peers, making teachers and service professionals responsible for helping to fulfill their educational needs. Written by experts in the field, Helping Deaf and Hard of Hearing Students to Use Spoken Language provides educators and novice practitioners with the knowledge and skills in spoken language development to meet the needs of students who are deaf or hard of hearing.

The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in training preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental model and addresses:

  • Creative and scientific ways of interacting with children with hearing loss to develop spoken communication
  • Effective approaches, techniques, and strategies for working with children in the primary grades
  • Techniques for imparting social and academic information while children are learning to communicate

This authoritative reference gives teachers the confidence to provide students with a well-prepared, intensely stimulating environment to foster the natural emergence of spoken language.


 
Foreword (by Mary Ellen Nevins, EdD)
 
Preface
 
Acknowledgements
 
About the Authors
 
Part 1: The Art of Intervention
 
1. Listening and Spoken Language Interventions: A Model and Activities for Helping Children
Listening Challenges That Children Must Overcome

 
Model of Auditory, Speech, and Language Development

 
Summary

 
 
2. Early Detection and Intervention for Infants and Toddlers
Early Detection and Intervention

 
Necessary Services for Infants, Toddlers, and Their Families

 
How Listening Develops in Infants and Toddlers

 
How Infants Develop Spoken Language

 
How Toddlers Develop Spoken Language

 
Interventions for Babies

 
Applying the Model With Babies

 
Interventions for Toddlers

 
Applying the Model With Toddlers

 
If a Child Is Not Making Measurable Progress

 
The Need for Flexible Models

 
Summary

 
 
3. Intervention for Preschoolers
Collaborating With Service Providers

 
What You Need to Know About a Child's Hearing Loss

 
What You Need to Know About Previous Intervention

 
What You Need to Know About Listening Technology

 
What You Need to Know About a Child With No Prior Services

 
Planning and Implementing Instruction and Interventions

 
Factors to Consider When Planning Lessons

 
Techniques to Use When Conducting a Lesson

 
Interventions for Preschoolers

 
Applying the Model With Preschoolers

 
Summary

 
 
4. Interventions for Children in the Primary Grades
A Typical Day in the Life of the Young Student With a Hearing Loss

 
The Effects of Hearing Loss in the Classroom

 
Assessing a Child's Present Levels of Performance

 
The Multidisciplinary Team of Professionals Who Can Assist the Teacher

 
Readiness for School

 
Instructional Considerations

 
Interventions for Children in the Primary Grades

 
Applying the Model With Kindergartners and Early Elementary Children

 
Summary

 
 
5. Developing Literacy Skills in Children With Hearing Losses
Learning to Read

 
Effective Approaches to Reading

 
Using Reading to Develop Language - A Paradox

 
Assessment

 
Implications for the Special Education Teacher

 
Implications for the General Education Teacher

 
Intervention

 
The Literacy Team

 
Summary

 
 
Part 2: The Science of Intervention
 
6. How Children Hear and Talk: Fundamentals of Listening and Speaking
The Speech Chain

 
Linguistic Level

 
Physiological Level: The Physiology of Speech

 
Physiological Level: The Physiology of Hearing

 
Acoustic Level

 
Hearing Aids, Cochlear Implants, and Assistive Listening Devices

 
Classroom Acoustics - Increasing the Child's Ability to Hear and Understand the Teacher and Peers

 
Daily Device Monitoring: Your Responsibility

 
How to Give the Ling Sound Check

 
Summary

 
 
Resource A: Organizations and Agencies Serving Children With Hearing Losses
 
Resource B: Assessments
 
Resource C: Sound-Object Associations (by Ellen A. Rhoades, EdS)
 
Resource D: Commercially Available Curriculum Guides and Materials
 
References
 
Index

"Great for parents, people entering the field of audiology, teaching the deaf, or anyone unfamiliar with hearing loss."

Roberta Agar-Jacobsen, Teacher of the Deaf
Tacoma Public Schools, WA

"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible."

Sherilyn Renner, Teacher of the Deaf and Hard of Hearing
Bozeman Public Schools, MT

"Real-world examples that reinforce teachings accompany analytical and framework viewpoints, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike."

The Bookwatch, September 2007

“Designed to enlighten educators, parents, and professionals serving children with hearing loss. However, the novice is likely to gain immense insight from this text because of its readability and excellent descriptions of language acquisition in a range of situations. The techniques explained are supported by research, and the authors have done a good job of highlighting appropriate interventions to help students succeed.”

PsycCRITIQUES, January 2008, Vol. 53(4)
American Psychological Association
Key features
  • Written by an experienced author and acknowledged leader in the field
  • A single, authoritative source for spoken language foundations, curriculum guides, and best practices (competitive titles only cover one area or another)
  • Materials have been field-tested with the deaf and hard-of-hearing population in an oral program; with the population teachers in training at a university; and in workshops and presentations to practicing professionals
  • Each chapter includes chapter objectives, questions, summaries, case-studies, problems, bibliographies, appendices, etc.
  • Authors are developing a companion CD-Rom
  • Addresses CEC Division of Communicative Disabilities and Deafness standards

Sample Materials & Chapters

Foreword & Preface

Chapter 1


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