Providing Children who are DHH Access to Language

Anne Thomas Author

02/13/2019 Added

94 Plays

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Week 7 Narrated PPT

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[00:00:00.250]So, the title of my presentation is
[00:00:02.250]Providing Children Who Are Deaf and Hard of Hearing
[00:00:04.500]Access to Communication and Language.
[00:00:09.210]So, my goal is that you will walk away
[00:00:11.960]from this presentation with a little bit more knowledge
[00:00:15.880]than you did walking in, and specifically,
[00:00:18.820]I identified five learning objectives.
[00:00:21.880]The first is that you understand
[00:00:23.740]the difference between verbal and nonverbal
[00:00:25.870]communication and what comprises each.
[00:00:29.090]I also hope that you understand the difference
[00:00:31.430]between communication and language after this presentation.
[00:00:37.480]I'd like you to recognize factors necessary
[00:00:39.880]for children who are deaf and hard of hearing
[00:00:41.620]to learn and develop language.
[00:00:44.910]I'd also like you to understand how children access language
[00:00:48.390]just in general and why this may be difficult,
[00:00:52.060]particularly difficult for children
[00:00:53.860]who are deaf and hard of hearing.
[00:00:56.100]And then finally, I'd like you to be able to recognize
[00:00:58.500]some of the communication opportunities available
[00:01:01.640]to children who are deaf and hard of hearing
[00:01:03.250]and their families (clears throat).
[00:01:07.190]So I thought we'd begin with a little exercise,
[00:01:10.320]a little deductive exercise.
[00:01:13.370]And for this exercise, I want you to think
[00:01:15.460]about communication, the concept of communication,
[00:01:19.010]and how we typically define verbal and nonverbal
[00:01:22.360]communication, and I'm going to ask that you give me
[00:01:26.380]just a little feedback during this exercise.
[00:01:29.630]Head nods would be fine, thumbs up, thumbs down.
[00:01:33.110]The people on Zoom, you can raise
[00:01:34.890]the little guy with the hand.
[00:01:37.430]But just a little feedback.
[00:01:40.710]And so, when I talk to you about communication,
[00:01:44.570]when we're talking about communication,
[00:01:46.610]we're talking about the exchanging
[00:01:48.230]of information between people, right?
[00:01:51.630]Right?
[00:01:52.463]Okay, and we know that communication
[00:01:55.840]can either be verbal, okay, which typically
[00:02:00.400]is defined as spoken language, okay?
[00:02:04.210]Or, it can be nonverbal, which often is referred to
[00:02:08.850]as body language, tone of voice, gestures,
[00:02:13.490]eye contact, expressions, proximity, okay?
[00:02:19.230]So, therefore, when I talk about sign language,
[00:02:23.350]you all I'm sure have heard of sign language,
[00:02:25.430]have some experience with sign language,
[00:02:29.560]I am talking about a form of nonverbal communication
[00:02:34.350]because we say that verbal communication,
[00:02:38.170]I see some of my students turning, that's good,
[00:02:40.710]is equivalent to spoken language, right?
[00:02:46.180]Sign language is not spoken language,
[00:02:49.140]therefore sign language must be
[00:02:51.940]nonverbal communication, right?
[00:02:54.800]By deduction?
[00:02:56.910]Oh I see some thumbs down!
[00:02:58.784](students laughing)
[00:03:00.030]Fantastic!
[00:03:01.870]That is so reassuring
[00:03:04.440]because this tends to be an area of,
[00:03:08.080]let's say just confusion.
[00:03:09.970]And I'm not here to rewrite textbooks.
[00:03:11.810]I'm not here to tell you that we need
[00:03:16.060]to override this definition,
[00:03:19.520]but I want you to think about it.
[00:03:21.370]And for those of you, because last time I checked,
[00:03:24.910]sign language was more than just body language and gestures,
[00:03:28.417]and to give you just a little taste of sign language,
[00:03:34.460]I'm gonna show you a little clip.
[00:03:39.990](student speaks softly)
[00:03:41.840]Oh!
[00:03:42.830]Thank you, sorry about that.
[00:03:47.770]I can't get the thing to...
[00:03:52.610]Let's try that again (sighs).
[00:03:56.710]So, I'm forgetting what I have to do here.
[00:03:59.330]I know there's just one button I need to do to share
[00:04:02.180]my screen or to flip the screen.
[00:04:04.360]You're still sharing.
[00:04:06.010]Stop sharing is fine
[00:04:07.221]and then do options to share.
[00:04:10.234]Hit the red button at the top.
[00:04:11.730]Yeah, it says stop sharing.
[00:04:12.930]Well, that's what I...
[00:04:14.480]That will stop my presentation.
[00:04:16.358]You're gonna find the one you want.
[00:04:18.100]Okay, so--
[00:04:19.236](students talking at the same time)
[00:04:20.069]I'm sharing my desktop.
[00:04:21.260]If you minimize that,
[00:04:23.061]you should be able to--
[00:04:23.894]Minimize my presentation, right?
[00:04:27.200]And then, minimize that.
[00:04:30.245]Okay (mouse clicks).
[00:04:33.062]And then you can
[00:04:33.895]kind of find what you're looking for.
[00:04:34.890]So it should open in...
[00:04:36.880]Okay, here, but--
[00:04:39.260]It says click to exit full screen.
[00:04:41.570]Okay, okay, so we'll just back it up real quick.
[00:04:45.120]I'm just gonna leave it to this and see.
[00:04:51.120]Hold on a sec.
[00:04:53.000]There should be closed captioning with this,
[00:04:55.310]and it should be on.
[00:04:57.232]There we go.
[00:04:59.979](students chuckling)
[00:05:14.608](keyboard clicking)
[00:05:37.627]All right, I think that gives you a nice taste of that.
[00:05:45.413](inhales sharply)
[00:05:49.710]All right, so, I think I gotta click through this.
[00:05:52.430]So now, now that we have that context, that understanding,
[00:05:57.060]I'd like to try this exercise again, okay?
[00:05:59.930]But I'd like you to consider broadening
[00:06:02.200]that definition of verbal communication.
[00:06:05.570]Okay, so, communication still the exchanging
[00:06:08.790]of information between people, okay?
[00:06:11.270]And it can be verbal, but what if we consider,
[00:06:16.410]what if we define these terms, verbal and nonverbal,
[00:06:22.620]according to their primary feature that distinguishes them,
[00:06:27.100]which is the fact that information
[00:06:30.030]communicated through words and language.
[00:06:32.070]That is really what verbal communication is,
[00:06:34.790]whereas nonverbal communication is information
[00:06:38.190]communicated without the use of words and language, right?
[00:06:42.260]Would you say that's a little more accurate definition?
[00:06:45.270]Okay, I love the thumbs ups.
[00:06:46.850]All right, and so if we accept that definition,
[00:06:50.910]then we see that verbal communication actually
[00:06:53.660]encompasses more than just spoken language.
[00:06:56.890]It encompasses sign language,
[00:06:58.750]and it encompasses written language,
[00:07:00.610]all and includes words and language,
[00:07:03.340]whereas nonverbal still the unspoken,
[00:07:08.440]body language, tone of voice, and so forth.
[00:07:12.260]And so now, with this new broad definition,
[00:07:15.270]we see that sign language is actually
[00:07:17.740]a form of verbal communication, right?
[00:07:21.670]All right, thank you.
[00:07:23.130]Thank you for those who participated
[00:07:24.850]with the thumbs up and nodding.
[00:07:26.420]Okay, so, now that we got that done,
[00:07:30.260]the rest of this will be just a piece of cake for you.
[00:07:33.490]So, now I'd like to talk to you about
[00:07:36.410]the difference between communication and language.
[00:07:39.280]So, we already know what communication is.
[00:07:43.170]We already went through that,
[00:07:45.210]and so now I'd like to talk about
[00:07:47.730]how that relates to language.
[00:07:50.240]So we talked about how verbal,
[00:07:52.191]when we're talking about verbal communication,
[00:07:53.650]we're really talking about language,
[00:07:56.540]which I defined as a method of sophisticated communication.
[00:08:01.880]And what makes it so sophisticated?
[00:08:04.430]Well, it follows a structured set of rules,
[00:08:08.760]it takes many forms, including spoken, written, and sign,
[00:08:13.610]it can convey abstract thoughts, feelings, and concepts,
[00:08:18.220]and it's the basis of effective communication and learning,
[00:08:22.730]so all in all, I'd say it's pretty sophisticated
[00:08:26.140]and pretty important to learning, right?
[00:08:30.760]So how does it develop?
[00:08:33.300]And I'm gonna look at it specifically from birth.
[00:08:36.650]How does it develop in children?
[00:08:39.180]Well it really comes down to two things.
[00:08:42.600]It needs to be...
[00:08:44.090]Two factors.
[00:08:44.923]It needs to be accessible and it needs to be communicative.
[00:08:48.940]And so what do I mean by those terms?
[00:08:50.760]Well, by accessible, as the term implies,
[00:08:54.560]it means that the child is able to access it.
[00:08:57.450]They're able to get to it.
[00:08:58.900]They're able to receive it, okay?
[00:09:01.330]And, it needs to be received consistently
[00:09:05.560]in order for it develop, okay?
[00:09:07.290]It can't be intermittent.
[00:09:08.490]It can't be occasionally.
[00:09:10.670]For children develop language, it has to be constant,
[00:09:13.340]consistent, every day, and by fluent language models, right?
[00:09:18.640]Baby's not gonna learn language from another baby, okay.
[00:09:23.030]Need fluent language models who can model
[00:09:25.700]the language and develop the language,
[00:09:27.410]help them develop the language.
[00:09:29.170]But then, another part, they need to be able to use it.
[00:09:33.797]They need to be able to convey it.
[00:09:36.047]They need to be able to practice it.
[00:09:37.583]They need to be able to express it to others.
[00:09:42.090]And so knowing this, I want you to think about
[00:09:45.560]what struggles children who are deaf and hard of hearing
[00:09:49.270]may have with developing language.
[00:09:53.957]I won't make ya answer, raise your hand.
[00:09:55.960]Just want you to think about it.
[00:09:57.000]And it might be helpful to break this down a little more
[00:10:00.240]and just focus on accessing language, okay,
[00:10:03.822]because it really starts there.
[00:10:06.280]How do children access language?
[00:10:09.580]And what needs to be present, or what needs to happen
[00:10:12.630]in order for children to access language?
[00:10:15.350]To get to it, to receive it.
[00:10:17.870]Well, there's the obvious.
[00:10:19.270]They need to be able to have access to a language source,
[00:10:24.700]communication partners, again, a fluent language model,
[00:10:29.810]to receive it and learn it.
[00:10:31.470]But they also need a sensory channel
[00:10:35.240]through which to access it.
[00:10:36.830]So, for most, it is through this channel,
[00:10:39.990]the auditory channel.
[00:10:41.570]For some, that's unaccessible.
[00:10:44.080]It may be this channel, the visual channel.
[00:10:46.560]And for some, it may be the tactile channel
[00:10:49.540]for children who are deaf/blind, okay,
[00:10:52.580]but we need to be able to access it
[00:10:55.340]through one of those channels.
[00:10:56.880]So again, I want you to think about what challenges
[00:11:01.120]children who are deaf or hard of hearing
[00:11:03.500]will have with accessing language.
[00:11:08.700]Well, again, there's the obvious
[00:11:11.220]that if they have limited or no auditory access
[00:11:15.900]and somebody's communicating to them
[00:11:18.890]through spoken language, they're gonna have
[00:11:21.440]issues accessing that information.
[00:11:24.580]But fortunately, we've come a long way
[00:11:28.040]in terms of technology, hearing technology,
[00:11:30.860]and that avenue can be improved
[00:11:33.900]by the use of hearing aids and cochlear implants.
[00:11:36.380]There's other things as well, but those are
[00:11:39.030]the two primary areas where that can be improved.
[00:11:42.230]But notice I say improved, okay?
[00:11:45.150]There's a lot more that needs to go into accessing,
[00:11:48.330]fully accessing, completely accessing language
[00:11:52.330]than just the devices, right?
[00:11:54.750]There needs to be lots of therapy, lots of training,
[00:11:57.450]lots of practice, okay, so it's not just
[00:11:59.950]put those babies on and we can go, okay?
[00:12:02.870]Really important to understand.
[00:12:05.779]And then the other challenge is limited
[00:12:08.980]access to fluent communication partners.
[00:12:12.970]Now that isn't necessarily a problem for children
[00:12:15.550]who communicate through spoken language
[00:12:17.530]or who are going to communicate through spoken language
[00:12:20.340]because that's the dominant population,
[00:12:23.940]people who can speak to them.
[00:12:24.990]They have it everywhere they turn, okay?
[00:12:28.530]But think about children who are deaf and hard of hearing
[00:12:30.870]who use another means of communication,
[00:12:32.930]another mode, specifically sign language.
[00:12:35.510]Think about their access to communication partners, okay?
[00:12:40.320]Compared to the access that hearing children
[00:12:43.390]or deaf or hard of hearing children who are
[00:12:45.900]going to access communication auditorily.
[00:12:49.650]I mean, there's no comparison.
[00:12:51.730]We can't even begin to compensate
[00:12:54.550]for the lack of communication partners, okay?
[00:12:57.900]So, can it be improved?
[00:13:00.640]Well, certainly we can and seek out
[00:13:02.940]people who know sign language.
[00:13:04.480]How many of you know sign language?
[00:13:07.050]Fluent sign language,
[00:13:08.040]I need fluent sign language models, okay?
[00:13:12.040]We got one for sure, one maybe, okay,
[00:13:15.310]compared to how many of you are
[00:13:16.580]fluent spoken language models?
[00:13:18.680]Okay, like, where do we find this, you know?
[00:13:21.950]There's means, there's technologies,
[00:13:23.530]but there's no way to compensate for that, okay?
[00:13:27.100]So that's the challenge we face
[00:13:30.100]when teaching language to children
[00:13:32.250]who are deaf and hard of hearing.
[00:13:34.810]So, keeping that in mind,
[00:13:38.630]now I'd like to talk about just...
[00:13:40.470]So what are their options?
[00:13:42.230]Okay, what opportunities do we have
[00:13:45.100]to teach these children language?
[00:13:47.040]And I used the word opportunities
[00:13:49.140]because I read an article one time
[00:13:51.830]and there was a parent interview and the parent had said
[00:13:55.750]they kept telling me what options I had,
[00:13:58.430]but really it came down to
[00:13:59.630]I was expected to pick one option.
[00:14:01.720]It was limited.
[00:14:03.100]And she said, "Why can't we call it opportunities
[00:14:06.017]"and consider all of those opportunities?"
[00:14:08.420]I thought that was a great kind of mantra
[00:14:10.900]for how we should approach this.
[00:14:12.120]These are all the opportunities available
[00:14:14.450]for children who are deaf and hard of hearing
[00:14:16.580]and we should consider all,
[00:14:18.550]we should allow parents to consider all,
[00:14:20.990]and based off and really allow them
[00:14:23.700]to decide what way is the best option.
[00:14:26.610]Okay, and so, primarily it comes down to six options,
[00:14:30.930]and so we're gonna kinda go through each one.
[00:14:35.070]So when we talk about language being accessible
[00:14:38.110]for a deaf or hard of hearing child,
[00:14:39.810]we are talking about the child, again,
[00:14:41.470]getting access to the language, receiving the language,
[00:14:45.780]and so it is essentially that we're talking about
[00:14:48.450]the receptive component of language.
[00:14:51.500]And then when we talk about language being communicative,
[00:14:54.700]again we're talking about how the child
[00:14:56.890]communicates with it, how they use it,
[00:14:58.850]how they use it to convey and express information.
[00:15:03.230]And so that's what we're talking about,
[00:15:05.570]the expressive component of communication.
[00:15:09.620]So, understanding how a child accesses
[00:15:13.210]information for communication and learning
[00:15:15.980]and how the child expresses language
[00:15:18.450]is critical for appropriate language development.
[00:15:21.730]You have to be looking at both, okay?
[00:15:24.930]And if we don't know or understand
[00:15:27.100]or pay attention to both of these,
[00:15:28.900]we may end up recommending a communication method
[00:15:32.830]that is inappropriate for the child, okay?
[00:15:36.770]Here's another way to look at
[00:15:38.530]receptive and expressive communication.
[00:15:41.830]These communication continuums can help describe
[00:15:44.930]how a child accesses and uses visual information
[00:15:48.827]and auditory information to communicate.
[00:15:52.500]And so you see in terms of the word continuum,
[00:15:55.160]it goes from fully auditory and fully oral
[00:15:59.580]all the way and then something between
[00:16:02.430]to fully visual, fully sign or manual, okay?
[00:16:06.490]And so as we go through, I'm gonna be referring to this
[00:16:09.040]to find out where they fall on this continuum.
[00:16:13.293]And again, the information gathered from these continuums,
[00:16:16.420]if you use this to help guide kind of your recommendations,
[00:16:20.080]can help teams develop appropriate recommendations
[00:16:23.230]regarding language and communication approaches
[00:16:26.000]and strategies for children who are
[00:16:28.190]deaf and hard of hearing.
[00:16:30.950]So we'll start with auditory-verbal.
[00:16:34.900]This is typically referred to as an auditory-only approach,
[00:16:39.200]or unisensory, meaning we're focusing on accessing
[00:16:42.410]language from one sense, the auditory.
[00:16:47.040]This approach discourages the use of visual cues,
[00:16:50.580]such as speechreading as well as manual communication.
[00:16:54.660]The idea is that if we really want them
[00:16:56.740]to learn to access and understand information
[00:16:59.530]in the auditory channel, let's not,
[00:17:01.790]not assisting them, not using those potentially
[00:17:05.660]as a crutch or an opportunity to gain information.
[00:17:08.460]Let's devote attention to the auditory.
[00:17:11.500]The goal is to develop speech, obviously,
[00:17:13.760]through the use of hearing aids and cochlear implants.
[00:17:17.600]And this approach is typically referred to
[00:17:19.810]the listening and spoken language approach
[00:17:23.290]or the auditory-verbal approach, okay?
[00:17:26.420]And so, when we look at the continuums,
[00:17:29.820]the auditory-verbal approach
[00:17:30.930]falls on that very far right end.
[00:17:33.580]The next approach is the auditory-oral.
[00:17:37.410]Similar, but a little different, okay?
[00:17:39.870]This is a mostly auditory approach
[00:17:43.100]to learning spoken language.
[00:17:46.260]However, unlike the auditory-verbal approach,
[00:17:48.650]it does utilize speechreading as well as
[00:17:52.290]the use of the children's hearing, okay,
[00:17:55.360]so it introduces that element to rely on
[00:17:58.550]some speechreading, some visual cues, okay?
[00:18:02.570]It does, however, discourage the use of manual
[00:18:05.330]communication in terms of sign-supported speech.
[00:18:09.190]But, natural gestures, natural nonverbal
[00:18:13.370]communication is supported.
[00:18:17.740]And again, the goal is to develop speech
[00:18:21.300]through the use of hearing aids and speechreading, okay?
[00:18:25.780]So in terms of the, back to the continuum,
[00:18:28.310]this is where we're just inching over
[00:18:29.920]to mostly auditory, mostly oral, but again,
[00:18:33.220]with that element supported by speechreading.
[00:18:37.589]I'd like to take this moment to just talk briefly
[00:18:39.720]about speechreading because, also referred to
[00:18:42.520]as lip-reading, and how sometimes there's this misconception
[00:18:47.910]or misunderstanding that if the deaf
[00:18:51.650]and hard of hearing individual can lip-read or speechread,
[00:18:55.920]they should be able to communicate pretty effectively,
[00:18:58.940]at least in terms of receptive communication,
[00:19:01.630]accessing the language pretty well.
[00:19:05.170]Well, when we're talking about speechreading,
[00:19:08.560]we're talking about using information
[00:19:10.520]conveyed by the speaker's mouth and lips
[00:19:13.700]as well as facial expressions and gestures
[00:19:15.900]to understand what is being said.
[00:19:18.160]But what's important to know is that only about 30%
[00:19:23.200]of the English language is visible on the lips, okay?
[00:19:27.243]That means that other 70%, you can't figure out
[00:19:32.150]the words or what somebody's saying
[00:19:34.000]by watching their lips alone.
[00:19:35.560]You need that context.
[00:19:37.090]You need to fill in the pieces with the 30% you have
[00:19:40.220]and figuring out, piecing that puzzle together, okay?
[00:19:43.230]And that is really difficult.
[00:19:46.000]It's really difficult.
[00:19:47.030]It's really tiring, and it's prone to error, okay?
[00:19:53.530]And it's often considered speechreading and lip-reading,
[00:19:56.700]and I've heard people refer to it as a gift,
[00:19:58.850]essentially a talent.
[00:19:59.810]Not every deaf or hard of hearing person
[00:20:01.760]can do it or do it well, okay?
[00:20:03.700]So, if you think that, oh, if they can lip-read
[00:20:07.540]or if they can say I can lip-read,
[00:20:09.460]keep that in the back of your mind,
[00:20:12.070]that they can lip-read and it's,
[00:20:13.920]they can definitely gather information about it,
[00:20:16.060]but it's not the same as being able
[00:20:17.291]to communicate through fully accessible language.
[00:20:22.590]And to give you a little perspective of this,
[00:20:26.580]again, I'm going to have to exit.
[00:20:31.414](mumbles) Yep, little tray.
[00:20:33.740]This again.
[00:20:37.400]Oh no.
[00:20:41.020]I think I have to into this first.
[00:20:44.150]There we go.
[00:20:45.853]I need to pause it.
[00:20:48.676](mouse clicking)
[00:20:51.730]Okay.
[00:20:53.573](mouse clicking)
[00:20:58.886]Good.
[00:21:00.520]Click it on.
[00:21:02.041]How do I get this...
[00:21:04.249](mouse clicking)
[00:21:05.830]There we go.
[00:21:08.840]So when I was really young,
[00:21:10.530]probably kindergarten or first grade--
[00:21:13.050]I'm sorry, I meant to let you know beforehand,
[00:21:16.770]if you would've taken this course
[00:21:19.460]from me where I taught this lecture,
[00:21:21.300]you would have already learned about hearing devices
[00:21:23.880]and what information sounds like through different
[00:21:26.470]hearing devices through simulations,
[00:21:28.700]one of which is a cochlear implant,
[00:21:30.620]which tends to sound rather computerized in the simulations,
[00:21:33.970]and that's kinda what you're gonna be
[00:21:35.170]hearing as this person talks.
[00:21:36.820]They're not only providing information
[00:21:39.080]about speechreading but also the other context
[00:21:42.370]of what they're hearing as well.
[00:21:45.517]I have a much older brother,
[00:21:47.230]and we'd go out to recess
[00:21:49.230]and there was this older guy.
[00:21:52.720]He might have been in fifth or sixth grade.
[00:21:55.770](voice becomes distorted and faint)
[00:22:07.610]Today we went to a high school,
[00:22:09.813]and I pet (voice becomes distorted and faint).
[00:22:14.304](steady, high-pitched tones)
[00:22:18.643]I was posing for a picture with all of my girlfriends,
[00:22:22.224]when all of a sudden (voice becomes distorted and faint).
[00:22:27.785](distorted voices)
[00:22:31.233]Can you read my lips?
[00:22:32.710]Can you read my lips?
[00:22:34.960]Can you read?
[00:22:38.774]Can you read my lips?
[00:22:42.267]Can you read her lips?
[00:22:44.416]My dog Clementine loves bread,
[00:22:45.811]and she stole a loaf (voice fades to silence).
[00:22:47.616](high-pitched tone)
[00:22:50.739]Can you read his lips?
[00:22:53.114]I have two dogs, one boxer.
[00:22:55.430]She's (voice fades to silence).
[00:22:57.536](steady, high-pitched tone)
[00:23:02.980]I am deaf, but my world
[00:23:05.894](random screeching sounds)
[00:23:10.912]is a hearing one.
[00:23:13.110]I rely on the visual, not the auditory.
[00:23:17.520]The word lip-reading implies reading,
[00:23:21.574]like reading a book
[00:23:23.178]Whose text is legible and clear.
[00:23:25.888]But the human face isn't a book,
[00:23:29.088]and lip-reading isn't reading.
[00:23:32.550]People mumble.
[00:23:33.865]People talk fast and laugh loudly.
[00:23:36.633]People have facial hair like porcupines,
[00:23:39.934]lips like sphincters.
[00:23:41.718]People cover their mouths.
[00:23:43.769]People have accents.
[00:23:47.337]But real conversations don't take place in a studio.
[00:23:51.755]Growing up, I used to (fog horn blares).
[00:23:54.176](distorted feedback)
[00:23:57.657](faint, distorted voices)
[00:24:03.990](steady, high-pitched tone)
[00:24:06.991]I'm putting together a puzzle without all the pieces.
[00:24:10.790]I lock in on your mouth.
[00:24:12.763]I try to grasp with one sense
[00:24:15.830]information intended for another.
[00:24:20.110]There have been times when I've
[00:24:21.753]questioned why I even try to lip-read,
[00:24:26.100]to wade through this swamp when
[00:24:28.760]I could just use sign language.
[00:24:32.200]Some deaf people choose to do just that.
[00:24:36.278](distorted voices)
[00:24:41.180]It's like a different world,
[00:24:44.374]a world filled with rich expression and culture.
[00:24:52.533]When people sign, they come alive.
[00:24:56.110]But I know I want both worlds.
[00:25:00.827]Communication is never a given.
[00:25:03.494]Tuesday I woke up--
[00:25:05.188]She just pulled my dress down and--
[00:25:07.110]When I was little, my family got a cat--
[00:25:10.159]Just hit 'em in the face--
[00:25:11.155]A snake, a guinea pig--
[00:25:13.075]I'm still trying to learn how to ski (laughing).
[00:25:15.005]I only cried twice.
[00:25:16.729]But when lip-reading works,
[00:25:19.155]when I focus on one legible face
[00:25:22.260]and launch into a conversation, something clicks.
[00:25:26.890]Right then, I feel something extraordinary.
[00:25:31.950](distorted voices)
[00:25:32.881]I feel a connection.
[00:25:35.763](high-pitched tone)
[00:25:36.760]Okay.
[00:25:39.160]So hopefully that gives you a little
[00:25:40.960]better perspective of lip-reading.
[00:25:42.660]Definitely a useful tool,
[00:25:44.670]but it can't give us everything.
[00:25:54.270]All right.
[00:25:57.614](clears throat)
[00:25:58.447]Okay, the next approach is the Cued Speech approach.
[00:26:03.610]This is an auditory-verbal approach that uses
[00:26:06.400]a system of hand shapes in conjunction
[00:26:10.420]with mouth movements and speech
[00:26:12.870]to make phonemes and spoken language distinguishable.
[00:26:16.580]Disclaimer, I never used Cued Speech.
[00:26:19.910]I don't know Cued Speech,
[00:26:21.380]but I have certainly read research that states
[00:26:24.780]that it can be a very useful method for accessing
[00:26:29.510]phonemes that are not visible in spoken language.
[00:26:33.760]It's made up of hand shapes that correspond
[00:26:36.410]to groups of consonants and vowels
[00:26:38.440]to make the information, those phonemes visible.
[00:26:43.600]And again, the goal is to develop speech
[00:26:45.830]through the use of hearing aids, CIs,
[00:26:49.530]as well as these hand cues.
[00:26:51.940]And, we have time.
[00:26:54.160]I'll give ya a little perspective of what that looks like.
[00:27:02.897]All this back and forth.
[00:27:06.840]Just a little one.
[00:27:09.460]Okay, so this is the National Cued Speech Association
[00:27:12.500]website, so an understanding of what I'm talking about.
[00:27:16.752](gentle acoustic music)
[00:27:21.640]Cued Speech is a highly
[00:27:23.160]effective mode of communication for people who are deaf,
[00:27:26.510]hard of hearing, or who have a language disorder.
[00:27:30.520]Cued Speech is versatile.
[00:27:32.210]It's easy to learn,
[00:27:34.140]and most importantly, it provides full visual access
[00:27:37.800]to spoken language for people who are unable to hear
[00:27:41.330]or process auditory information effectively.
[00:27:44.430]A tiger again?
[00:27:46.670]Hmm, I don't know if there are any tigers.
[00:27:52.843]Okay, so the idea is that spoken language
[00:27:57.110]is the primary means of communication
[00:27:59.440]and then these hand shapes are used to make, again,
[00:28:02.880]some of the nonvisible phonemes visible, okay,
[00:28:06.260]so they're getting kind of that full access.
[00:28:08.610]They access the majority through their auditory means,
[00:28:11.640]but then are provided some visual support through the cues.
[00:28:15.840]But I don't know if you noticed,
[00:28:17.340]and we'll talk a little bit more about that,
[00:28:19.280]when the teacher who actually you heard her voicing,
[00:28:23.910]did you notice her voice started to slow down,
[00:28:28.880]not in a totally unnatural way,
[00:28:31.540]but it definitely started to slow down as she,
[00:28:35.840]because she wanted, you want them to align, okay?
[00:28:39.290]And that's what happens when you try and use
[00:28:43.050]simultaneous or multiple means of communication at one time.
[00:28:46.680]Something's...
[00:28:48.380]It's possible, it's impossible to maintain
[00:28:51.660]at the same level than one means alone, okay?
[00:28:54.850]So, something is gonna have to give, you know?
[00:28:58.380]One of the two are gonna either slow down,
[00:29:01.030]so you saw her speech, her fluency,
[00:29:03.210]and the way in which she was speaking was not
[00:29:05.840]what we would call typical speech.
[00:29:07.890]She had to slow it down to match,
[00:29:09.360]and so we're gonna talk a little bit more about that,
[00:29:11.690]but I wanted to bring that to your attention.
[00:29:15.290]So, back to the continuum.
[00:29:17.050]When we look where Cued Speech,
[00:29:19.150]I put it, it falls, this wasn't a mistake.
[00:29:21.280]It falls in between the mostly auditory, mostly oral,
[00:29:25.610]and people, visual, auditory people sign more,
[00:29:29.040]and the reason is because, again, these cues do not get,
[00:29:33.460]on their own, are not communicating
[00:29:36.800]full information, full concepts.
[00:29:39.810]It's just phonemes.
[00:29:40.697]And so the idea is that it's assisting that.
[00:29:44.270]So it still is mostly auditory, mostly oral,
[00:29:46.870]but with some of that,
[00:29:49.220]the cueing and the hand signals incorporated.
[00:29:54.900]Another form of communication
[00:29:56.850]is what I call Manual Communication.
[00:29:58.877]That's the overarching approach,
[00:30:02.560]and when we talk about manual,
[00:30:04.010]we're just talking about with the hands,
[00:30:06.160]same with like a manual transmission or a manual car.
[00:30:09.640]It's the clutch you have to work with your hand
[00:30:11.590]versus not, versus the automatic,
[00:30:14.350]and so, this approach uses a combinations
[00:30:17.120]of signs, gestures, and fingerspellings to communicate.
[00:30:20.980]And today I'm just gonna talk about,
[00:30:22.990]really it falls down to two main categories
[00:30:25.700]of Manual Communication.
[00:30:26.980]There's American Sign Language,
[00:30:29.210]which I'll describe, but as its own language,
[00:30:32.720]and then there's Manually Coded English, okay,
[00:30:36.480]but in a signed form, okay?
[00:30:39.440]It's English with signs attached,
[00:30:42.850]so it follows English word order.
[00:30:44.840]So when we talk about, and there's a number of 'em,
[00:30:47.270]I didn't spell 'em all about because they're too long
[00:30:50.540]and they're not important for the purpose of this lecture.
[00:30:53.380]But just know there's many, okay?
[00:30:55.750]But they have slight variations in terms of
[00:30:59.680]what they adhere to in terms of their philosophy,
[00:31:02.780]but all of 'em adhere to the fact
[00:31:05.300]that they follow English word order.
[00:31:07.810]So when we're using any form of Manually Coded English,
[00:31:11.260]we are using English, okay?
[00:31:13.670]English in a signed form,
[00:31:16.240]whereas American Sign Language is not English.
[00:31:19.040]It is its own unique language.
[00:31:21.377]It's a full, complete, natural sign language,
[00:31:24.960]and by natural I mean it evolved naturally, okay,
[00:31:28.560]within the deaf and hard-of-hearing communities.
[00:31:31.710]Unlike these Manually Coded English forms,
[00:31:34.260]which they were developed to match
[00:31:37.800]and match English, okay, as a form to foster
[00:31:41.880]and develop literacy and English skills.
[00:31:44.040]The idea was that we teach 'em how to sign
[00:31:45.990]in English word order, they'll learn English better, okay?
[00:31:49.850]Didn't evolve as a natural form of communication
[00:31:52.690]between deaf and hard-of-hearing individuals,
[00:31:54.690]but American Sign Language did.
[00:31:56.800]It has its own unique and distinct
[00:31:59.440]grammatical structures and rules, different than English,
[00:32:03.080]just like any other language, okay?
[00:32:06.530]It's able to convey abstract thoughts,
[00:32:09.360]as with any spoken language.
[00:32:11.960]Does not follow English word order.
[00:32:15.070]Cannot be spoken in its true form, okay?
[00:32:18.640]If you see people speaking or mouthing
[00:32:21.010]while they're speaking, they're speaking English, okay?
[00:32:24.030]And they're, in their mind,
[00:32:26.160]they're attaching English to what they're signing.
[00:32:29.070]They're essentially translating it in their mind.
[00:32:31.190]Code switching, if you will, okay?
[00:32:34.248]And, another important thing is
[00:32:36.230]ASL has no written form, okay?
[00:32:40.962]I saw an inquisitive look.
[00:32:42.480]A question?
[00:32:43.815]Okay.
[00:32:45.390]And it's the language of the deaf community.
[00:32:47.600]You'll notice the D is capitalized,
[00:32:49.890]that designates that unique community of individuals
[00:32:52.870]who adopt this language as their language of communication,
[00:32:57.040]and it's the language in North America, okay?
[00:33:01.430]So back to the continuum.
[00:33:03.520]You'll see now that ASL, fully visual, fully sign,
[00:33:07.170]fully manual, it's on the far left, okay?
[00:33:09.290]So very different from where we started, okay?
[00:33:13.330]When we talk about Manually Coded English,
[00:33:15.270]as I said, it's a manual representation
[00:33:17.960]of English in a signed form, okay?
[00:33:21.220]Well it does use many of the ASL signs because again,
[00:33:25.290]where else are they gonna get the signs?
[00:33:26.850]They're borrowing it from the base language,
[00:33:30.360]but the focus is to maintain English word order and grammar.
[00:33:35.390]And do you see the potential problem with this?
[00:33:38.570]Is that conceptually sign language?
[00:33:43.310]Here's an example
[00:33:47.716]between the two.
[00:33:48.549]So, in American Sign Language,
[00:33:50.160]if I said my nose is running,
[00:33:52.400]there is one sign to capture it
[00:33:54.350]and I'm certain all of you, in fact,
[00:33:56.120]I should've just signed it and you would have
[00:33:58.010]been able to interpret what I was saying.
[00:34:01.476](students chuckle)
[00:34:05.760]Okay?
[00:34:06.710]But, Manually Coded English,
[00:34:09.345]because the goal is to focus on English
[00:34:11.410]word order to get every word in there.
[00:34:14.560]Here's how that's signed.
[00:34:18.670]My nose is running.
[00:34:22.650]Okay?
[00:34:23.670]Running.
[00:34:24.810]What does this sign look like?
[00:34:27.200]This is the ASL sign for running, okay?
[00:34:31.890]So do you see the problem?
[00:34:33.490]Not always conceptually accurate, okay?
[00:34:36.780]So, although they're...
[00:34:38.980]In theory, it sounds like signing in English word order
[00:34:42.170]will help students learn English,
[00:34:44.620]English is more than just words.
[00:34:46.850]It's concepts, it's understanding.
[00:34:48.500]So conceptually, there's often a breakdown, okay?
[00:34:51.560]And it takes somebody who has a lot of auditory
[00:34:54.120]access and can construe that meaning
[00:34:56.460]to truly understand that.
[00:34:58.280]But when we use it with children who are
[00:34:59.990]deaf and hard of hearing where this is
[00:35:01.570]their only means of construing information,
[00:35:06.040]gathering an understanding, it can be confusing.
[00:35:09.230]It can be conceptually...
[00:35:11.760]We don't know what you're talking about, okay?
[00:35:13.970]And so a lot more explanation may need to be given.
[00:35:18.110]It is often combined with speech, okay?
[00:35:20.980]So if you use a Manually Coded English form,
[00:35:24.210]the idea typically is that you're using it
[00:35:26.210]to support that English, spoken English, okay?
[00:35:30.077]And this is what's called Simultaneous Communication,
[00:35:32.820]which I'll describe next.
[00:35:35.530]As I said, not always conceptually accurate,
[00:35:38.360]but the goal is develop the ability,
[00:35:40.490]the primary focus is to develop the ability
[00:35:42.870]to read and write English.
[00:35:46.050]And again, in its natural...
[00:35:52.270]If we just talk about Manually Coded English on its own,
[00:35:55.550]it is a visual form, fully visual, fully signed.
[00:35:59.610]But if we introduce it, the speech with it,
[00:36:02.010]then we're going to be, it'd move over here.
[00:36:04.830]So, I chose to put it here just because
[00:36:07.830]sometimes it is just fully visual.
[00:36:11.570]But if it's combined with speech, then we're talking
[00:36:14.390]about Simultaneous Communication, or SimCom.
[00:36:19.002]That's what it's also referred to.
[00:36:20.100]And this uses spoken language and the manual form
[00:36:23.740]of that language, okay, simultaneously.
[00:36:27.040]So for example, if a person is speaking English,
[00:36:30.800]they must be using a form of Manually Coded English,
[00:36:34.540]but in other places, if they're speaking Spanish,
[00:36:37.300]then it's a manually coded form of Spanish,
[00:36:39.610]but it needs to match because it comes down
[00:36:42.160]to that what I mentioned before,
[00:36:44.560]it's really, it's impossible for me to speak English
[00:36:48.810]and sign ASL and maintain both well.
[00:36:53.740]Basic concepts, I can, okay?
[00:36:55.830]But when we get to abstract,
[00:36:57.190]conceptually they don't match, okay?
[00:36:59.600]So, something is going to falter and typically
[00:37:03.780]it's gonna be the language that is the weaker language.
[00:37:06.970]So if I'm a native English speaker and I'm signing
[00:37:12.110]where spoken language, my native language,
[00:37:14.270]that's gonna carry my discussion,
[00:37:18.900]the information I'm conveying,
[00:37:20.200]and what's gonna falter or lack clarity will be my signs.
[00:37:24.040]It's impossible to maintain both equally.
[00:37:29.400]Simultaneous Communication is also referred to
[00:37:32.040]sign-supported speech, and again,
[00:37:34.190]the idea is to provide them with both auditory
[00:37:37.710]and visual access to language.
[00:37:39.610]So again, great in theory, but as I said,
[00:37:42.500]difficult to implement naturally.
[00:37:45.120]But, that does depend on the skills of the person.
[00:37:48.020]There are people who can do it and do it well.
[00:37:50.650]But I would argue and research has shown, it will falter.
[00:37:57.350]It's difficult to maintain for a long period of time.
[00:38:01.530]And so when we're talking about
[00:38:03.130]where that falls on this continuum,
[00:38:05.230]it falls in that middle range of we're doing equal access
[00:38:09.040]or equal visual, auditory, and equal sign, okay?
[00:38:17.620]So then the final communication opportunity
[00:38:21.700]I'd like to talk about is Total Communication.
[00:38:25.100]Total Communication is a communication philosophy.
[00:38:29.330]It's not necessarily an approach.
[00:38:33.680]And it's often confused with SimCom.
[00:38:37.160]It is not the same as SimCom.
[00:38:39.350]It can include SimCom, but the reason it differs,
[00:38:43.060]the idea is that Total Communication
[00:38:46.030]is using any and all methods necessary
[00:38:50.180]to facilitate language acquisition, okay?
[00:38:52.900]So, it'll use listening, it'll use spoken language,
[00:38:56.960]it may use sign language, speechreading, visual cues, okay?
[00:39:02.210]But it all depends on the needs of the child, okay?
[00:39:05.961]So it's not an approach where we say
[00:39:08.620]I use Total Communication.
[00:39:10.120]It's not the same as SimCom.
[00:39:12.091]SimCom yeses both sign and speech together,
[00:39:15.150]but Total Communication, it may be
[00:39:17.470]spoken language with Cued Speech and some
[00:39:20.480]and a few signs, sign-supported, okay?
[00:39:23.410]But not necessarily using full sign language.
[00:39:26.140]So the idea is that this is a philosophy.
[00:39:29.790]Again, the goal is to optimize that language development
[00:39:33.000]in the way that is most effective
[00:39:34.810]for the individual child, and so, it's individual.
[00:39:39.730]It may look different when we approach this philosophy.
[00:39:42.840]Total Communication for one child may look different
[00:39:45.170]from another depending on their individual needs.
[00:39:48.875]Cool.
[00:39:50.101]And when we go back to the continuum,
[00:39:51.210]the idea is that is really Total Communication
[00:39:53.680]embraces all communication approaches.
[00:39:56.940]But again, keep in mind that every approach
[00:40:01.060]has their pros and cons, okay?
[00:40:02.900]And it really comes down to the child
[00:40:05.380]and what they're able to truly access
[00:40:08.650]in terms of auditory information
[00:40:11.070]as well as visual information and so forth.
[00:40:14.920]So in conclusion, I want you to walk away
[00:40:18.570]thinking about what it is that children need
[00:40:21.500]in order to develop language,
[00:40:23.610]specifically children who are deaf or hard of hearing.
[00:40:26.130]And the first is full, complete, and consistent access
[00:40:34.140]of language, particularly from fluent language models,
[00:40:36.900]and I can tell you right now,
[00:40:38.330]it's really hard to get all three components of that,
[00:40:41.890]full, complete, and consistent.
[00:40:44.100]We often strive to get good access,
[00:40:48.290]good language models, but it takes a lot of work
[00:40:51.440]to promote that full and consistent access.
[00:40:56.090]And that's where assessment is so important,
[00:40:58.810]to constantly monitor that and see what areas we need
[00:41:01.440]to support in, and that's a whole 'nother lecture, okay?
[00:41:04.780]They also need frequent opportunities to communicate
[00:41:08.550]using that language, to practice using
[00:41:10.950]that language with others, okay?
[00:41:14.010]And again, I mentioned how that's difficult as well,
[00:41:17.800]but really keeping in mind
[00:41:19.520]of what's needed for that approach.
[00:41:21.740]And so, we're working with parents in rural areas
[00:41:25.550]and they're really thinking, oh, sign language,
[00:41:28.070]I wanna learn sign language.
[00:41:29.100]Not to discourage it, but consider these too,
[00:41:34.248]the availability of those and those resources.
[00:41:37.630]If we really want them to develop language,
[00:41:39.540]I think we need, we have the responsibility
[00:41:42.330]to explain this to them, okay?
[00:41:44.610]So that's what I'll end with.
[00:41:45.740]It's our responsibility as professionals
[00:41:47.980]to provide parents and families
[00:41:50.010]with accurate as well as unbiased information
[00:41:53.270]about these communication options that can be used
[00:41:56.870]to facilitate development of language, okay?
[00:42:00.040]But, and then with that, not just giving it to them
[00:42:03.210]and saying okay, make your decision,
[00:42:04.670]providing guidance and coaching on how to promote
[00:42:07.770]the development, what would be needed to promote
[00:42:10.290]the development, the resources available
[00:42:13.090]in their network and their community to develop that.

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Providing Children who are DHH Access to Language

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