The hearing-impaired child in the hearing society.
This paper sets out to describe a method of educating the hearing-impaired which has been operating successfully for the past 18 years. The underlying tenet of our approach is that considerable communicative skills can be developed with children who have marked hearing loss. Even if the child is profoundly deaf he or she has some sensory input which can be used as the basis for training in language development. The attempt to make the most of the minimal hearing of the hearing-impaired child has proved to be successful in the vast majority of cases. The profoundly hearing-impaired child can learn to listen and to produce the spoken word. This is demonstrated by use of video-tape. The interaction of teacher with child is heard and the regional accent can be identified. The prosodic features of the speech are retained although articulation may be incomplete. Intelligibility of utterance is shown to be a combination of rhythm stress and intonation based on previously heard patterns rather than on perfectly articulated sounds. The social consequence of this approach is that child is not relegated to a minority subculture where only the deaf can communicate with the deaf but is allowed to enter into the world of normal relationships and expectations. Deaf children can be taught to listen and to use imperfectly heard patterns in order to interpret the meaning of language. This input of speech follows the natural language normally used by the child who is not deaf.
D001307:Auditory Perception; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D034381:Hearing Loss / Q000534:rehabilitation*; D006312:Hearing Loss, Bilateral / Q000534:rehabilitation*; D006801:Humans; D007223:Infant; D008037:Linguistics; D010989:Play Therapy; D012917:Social Adjustment; D013016:Sound; D013070:Speech Therapy / Q000379:methods*; D014743:Videotape Recording