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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

Foreword by Mary Ellen Nevins



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

Sample Materials & Chapters

Foreword & Preface


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