COMMUNICATION OPTIONS--REFERENCE CHART

BEGINNINGS encourages parents to visit programs, talk with professionals and other parents in order to determine which methodology is compatible with the family and the child’s needs. It is the family’s choice.

American Sign Language/

Definition A manual language that is distinct from A program emphasizing auditory skills. A visual communication system of eight Program that teaches a child to make Philosophy of using every and all means to
spoken English (ASL is not based on Teaches a child to develop listening skills handshapes (cues) that represent different maximum use of his/her remaining hearing communicate with deaf children. The child
English grammar/ syntax). Extensively used through one-on-one therapy that focuses sounds of speech. These cues are used through amplification (hearing aids, is exposed to a formal sign-language
within and among the deaf community. attention on use of remaining hearing while talking to make the spoken language cochlear implant, FM system). This program system (based on English), finger spelling
English is taught as a second language. (with the aid of amplification). Since this clear through vision. This system allows the also stresses the use of speech reading to aid (manual alphabet), natural gestures, speech
method strives to make the most of a child to distinguish sounds that look the the child’s communication. Use of any form reading, body language, oral speech and
child’s listening abilities, no manual same on the lips. of manual communication (sign language) use of amplification. The idea is to
communication is used and the child is is not encouraged although natural gestures communicate and teach vocabulary and
discouraged from relying on visual cues. may be supported. language in any manner that works.

Primary Goals To be the deaf child’s primary language To develop speech, primarily through the To develop speech and communication To develop speech and communication To provide an easy, least restrictive
and allow him/her to communicate before use of aided hearing alone, and skills necessary for integration into the skills necessary for integration into the communication method between the deaf
learning to speak or even if the child never communication skills necessary for hearing community. hearing community. child and his/her family, teachers and
learns to speak effectively. Since ASL is integration into the hearing community. schoolmates. The child’s simultaneous use of
commonly referred to as "the language of speech and sign language is encouraged as is
the deaf", it prepares the child for social use of all other visual and contextual cues.
access to the deaf community.

Language Language is developed through the use of Child learns to speak through the early, Child learns to speak through the use of Child learns to speak through a Language (be it spoken or sign or a
Development ASL. English is taught as a second consistent and successful use of a personal amplification, speech reading and use of combination of early, consistent and combination of the two) is developed
(Receptive) language after the child has mastered ASL. amplification system (hearing aids, "cues" which represent different sounds. successful use of amplification and through exposure to oral speech, a formal
cochlear implant, FM system). speechreading. sign language system, speech reading and
the use of an amplification system.

Expressive Language ASL is child’s primary expressive language Spoken and written English Spoken English (sometimes with the use of Spoken and written English Spoken English and/or sign language and
in addition to written English. cues) and written English. finger spelling and written English

Hearing Use of amplification is not a requirement Early, consistent and successful use of Use of amplification is strongly encouraged Early and consistent use of amplification Use of a personal amplification system
for success with ASL. amplification (hearing aids, cochlear to maximize the use of remaining hearing. (hearing aids, cochlear implant, FM (hearing aids, cochlear implant, FM system)
implant, FM system) is critical to this system) is critical to this method. is strongly encouraged to allow child to
approach. make the most of his/her remaining
hearing.

Family Responsibility Child must have access to deaf and/or Since the family is primarily responsible for Parents are the primary teachers of cued Since the family is primarily responsible for At least one, but preferably all family
hearing adults who are fluent in ASL in the child’s language development, parents speech to their child. They are expected to the child’s language development, parents members, should learn the chosen sign
order to develop this as a primary are expected to incorporate on-going cue at all times while they speak; are expected to incorporate training and language system in order for the child to
language. If the parents choose this training into the child’s daily routine and consequently, at least one parent and practice sessions (learned from therapists) develop age-appropriate language and
method they will need to become fluent to play activities. They must provide a preferably both must learn to cue fluently into the child’s daily routine and play communicate fully with his/her family. It
communicate with their child fully. language-rich environment, make hearing for the child to develop age-appropriate activities. In addition, the family is should be noted that a parent’s acquisition
a meaningful part of all the child’s speech & language. responsible for ensuring consistent use of of sign vocabulary and language is a long
experiences and ensure full-time use of amplification. term, ongoing process. As the child’s
amplification. expressive sign language broadens and
becomes more complex, so too should the
parents’ in order to provide the child with a
stimulating language learning environment.
The family is also responsible for
encouraging consistent use of amplification.

Parent Training If parents are not deaf, intensive ASL Parents need to be highly involved with Cued speech can be learned through Parents need to be highly involved with Parents must consistently sign while they
training and education about deaf culture child’s teacher and/or therapists (speech, classes taught by trained teachers or child’s teacher and/or therapists (speech, speak to their child (simultaneous
is desired in order for the family to become auditory-verbal, etc.) in order to learn therapists. A significant amount of time aural habilitation, etc) to carry over training communication). Sign language courses are
proficient in the language. training methods and carry them over to must be spent using and practicing cues to activities to the home and create an routinely offered through the community,
the home environment. become proficient. optimal "oral" learning environment. These local colleges, adult education, etc.
training activities would emphasize Additionally, many books and videos are
development of listening, speech reading widely available. To become fluent, signing
and speech skills. must be used consistently and become a
routine part of your communication.