Total Communication Use Among Elementary Teachers of Hearing-Impaired Children

Mayer, Peggy; Lowenbraun, Sheila

doi:10.1353/aad.2012.0498

Cited by 35 publications

(8 citation statements)

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“…Participants 1 and 5 used freestanding objects that were stored in a box. Two participants (Participants 6 and 9) were introduced to total communication, a communication approach that is commonly used with children with hearing impairment ( Mayer & Lowenbraun, 1990 ), and that emphasizes the flexible use of communication across modalities. Participant 3 used two communication boards displaying pictorial representations of important people, things and activities.…”

Section: Methodsmentioning

confidence: 99%

Caregiver Perceptions of Children who have Complex Communication Needs Following a Home-based Intervention Using Augmentative and Alternative Communication in Rural Kenya: An Intervention Note

Bunning

Gona

Newton

et al. 2014

Augmentative and Alternative Communication

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A high level of unmet communication need exists amongst children with developmental disabilities in sub-Saharan Africa. This study investigated preliminary evidence of the impact associated with a home-based, caregiver-implemented intervention employing AAC methods, with nine children in rural Kenya who have complex communication needs. The intervention used mainly locally-sourced low-tech materials, and was designed to make use of the child's strengths and the caregiver's natural expertise. A pretest-posttest design was used in the study. Data were gathered using an adapted version of the Communication Profile, which was based on the International Classification of Functioning, Disability, and Health (ICF) framework. The non-parametric Wilcoxon signed-rank test was applied to data from the first two sections of the Communication Profile-Adapted. Qualitative analysis was conducted on the final section. The data provided evidence of statistically significant positive changes in caregiver perceptions of communication at the levels of Body Structure and Function, and Activities for Communication. Also, analysis of the Participation for Communication section revealed some expansion to the children's social activities. The potential impact of the home-based intervention would benefit from investigation on a larger scale. Limitations of the study are discussed.

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Section: Methodsmentioning

confidence: 99%

Caregiver Perceptions of Children who have Complex Communication Needs Following a Home-based Intervention Using Augmentative and Alternative Communication in Rural Kenya: An Intervention Note

Bunning

Gona

Newton

et al. 2014

Augmentative and Alternative Communication

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“…The teachers in the Luetke-Stahlman study were able to retain the semantic meaning of their voiced message in 89% of their signed productions, and Wodlinger-Cohen's teachers were accurate 88% of the time. These studies would indicate that teachers' MCE skills vary widely, and that propositional intactness is not necessarily related to the exact representation of speech via signing (see also Mayer & Lowenbraun, 1989;Stewart, Akamatsu, & Bonkowski, 1988). It is also clear that deaf children probably see a great deal of signing that does not accurately represent English, regardless of good intentions.…”

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confidence: 99%

What is learnable in manually coded English sign systems?

Schick

Moeller

1992

Applied Psycholinguistics

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It has been suggested that manual sign systems designed to represent English are unlearnable because they are not natural languages. In order to examine this premise, the present study examines reading achievement and expressive English skills of 13 profoundly deaf students, aged 7;1 to 14;8, who were educated using only a manually coded English (MCE) sign system. Linguistic structures selected for analysis were designed to reflect unique characteristics of English, as well as those common to English and American Sign Language, and to obtain a broad picture of English skills. Results showed that the deaf students had expressive English skills comparable to a hearing control group for some features of English that reflected syntactic and lexical skills. They showed substantial deficits in inflectional morphological skills that were not predictive of the complexity of their language. The results reveal which aspects of MCE appear to be learnable and which appear problematic for deaf students.

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“…Although these studies sought to determine the match between signs and speech during simultaneous communication, they suggested that teachers' signed productions resulted in sentence structures that were also not grammatically correct ASL. On the other hand, in a recent study by Mayer and Lowenbraun (1990), teachers demonstrated the ability to manually code a high percentage of English morphemes (range = 93% to 98%) when their implementation of a signing policy was supervised monthly.…”

Section: Teachers Use Of Signsmentioning

confidence: 99%

“…Some of the major concerns are the possible effects of teachers who do not completely code a language (i.e., English or ASL) during their signed instructions (Luetke-Stahlman, 1988a, 1988b, 1988c; the ability of teachers to sign and speak simultaneously (Bernstein et al, 1985;Mayer & Lowenbraun, 1990;Strong & Charlson, 1987); the absence of ASL from total communication programs (e.g., Commission on Education of the Deaf, 1988;Stewart, 1982); and the number of teachers who actually use an English sign system or ASL during their classroom interactions (Woodward & Allen, 1987. Underlying each of these concerns is the proposition that the level of proficiency of teachers' signing may be a critical factor in determining the academic success of their students.…”

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confidence: 99%

Initiating Reform in Total Communication Programs

Stewart

1992

J Spec Educ

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Although total communication is a major comin their classrooms. As a result, there is much munication approach used in the education of inconsistency in the signing behavior of teachers. deaf students, the field has not undertaken to critiIn this paper, it is suggested that new policies that cally examine the role or the impact of using signs.stress the explicit roles of sign communication and Furthermore, teachers have received little prepalanguage are needed for total communication proration in the use of various types of signing and, grams. Initially, a brief overview of selected for the most part, are able to dictate how they sign research is given.Since the term total communication was coined in the late 1960s by Roy Holcomb (Clarke, 1972), it has been defined in various ways. Denton (1972) stated that total communication is the right of a deaf child to learn to use all forms of communication to facilitate the development of language. Moores (1987) outlined the practice of total communication as consisting of the use of speechreading, amplification, signs, and flngerspelling to provide linguistic input to deaf students, while the students are able to use whatever modality(ies) in which they are best able to express themselves. Stewart (1982) summarized various philosophical and methodological positions on total communication as follows:In theory, it reflects an attitude embraced by teachers, parents and children to allow them to use any available means of communication to express a thought. Thus, it is a philosophy that urges not how one communicates but that one communicates effectively. In practice, total communication calls for parents and teachers to develop their skills, and those of a child, to utilize various abilities of transmitting and receiving information, (p. 139)In each of these definitions, there is a lack of specificity as to how various modalities are to be used for instructional and other discourse purposes in the classroom and how language type will affect total communication processes. Predictably, lack of clarity in the implementation of total communication has led to equally unclear and misguided practices in the field. Two decades ago, however, the logistics of implementing a total communication approach was not central to the support that total communication received. This support stemmed mainly from disenfranchisement over the lack of success that oral-aural communication methodologies were having in the education of deaf children. The use of signs espoused in the total communication approach Address:

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Total Communication Use Among Elementary Teachers of Hearing-Impaired Children

Cited by 35 publications

References 10 publications

Caregiver Perceptions of Children who have Complex Communication Needs Following a Home-based Intervention Using Augmentative and Alternative Communication in Rural Kenya: An Intervention Note

Caregiver Perceptions of Children who have Complex Communication Needs Following a Home-based Intervention Using Augmentative and Alternative Communication in Rural Kenya: An Intervention Note

What is learnable in manually coded English sign systems?

Initiating Reform in Total Communication Programs

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