How to teach Speech to a deaf child Essay Example | Topics and Well Written Essays - 3750 words

How to teach Speech to a deaf child - Essay ExampleIf this problem can be caught early, even in early childhood then there is a high prob top executive that speech can be taught adequately to children, if it is carried protrude appropriately. However, there be many non-deaf people in the world, who allow for come into contact with at to the lowest degree one deaf person in their life, who do non understand or who ar not aware of what deafness really is and who will drive home no idea how to communicate with the deaf (Lederberg & Everhart 1998, pg. 887). In order to better understand how to interact and empathize with, support, and recognize the needs of deaf people, the kinds, causes, medical treatments, and expert advancements of deafness are major facts to know and should be a concern for many in partnership today.From the day children are born they require a form of communication in order to turn adequately in society. A pre-speech baby will use gestures and expressions and babblings to interact with others. A toddler will participate in turn talking to satisfy a need or want (Burke & glass-cutter 1994, pg. 24). The more pre-schoolers participate in the world, the more they discover that spoken communication is useful. They also realize the potential of language for expressing their thoughts and feelings. From bedtime stories to a parent vivifying a game of peek-a-boo, children begin to develop their language from the time they are born. There is no question then that children are born ready to communicate. Before children begin school, they have already experienced 5-6 years of literacy experience. Research finds that the degree to which various learning experiences affect the childrens literacy behaviors and development dep contains on external influences however (Jalongo 1992, pg. 115). These influences include childrens play experiences, interactions with adults and cultural and environmental influences. These factors do not vary precisely because a child has a hearing disability or is totally deaf they still play a very fluid part in how they develop their interpretation of the environment and how they gain the ability to communicate in their own way (Hendrick 1988, pg. 87). The normal, non-hearing impaired childs developing language skills is a means to an end - highly functional and meaningful. The interrelatedness of the development of language skills can be observed through reflexion children at play in any childcare centre, home environment or in the wider community. Children wrangle ideas, work in groups, play with print and listen to each other reconstruct stories (Hendrick 1988, pg. 90). Areas within these centers are often established to encourage children to experiment with reading and writing. Many of the teachers who work in these centers have routine sharing times and whole group discussions which help extend and support the development of speaking and listen skills. Staff and parents can be observe d supporting, encouraging and challenging development in all areas. Therefore, it is truthful that literacy develops from real life situations in which reading and writing are used to get things done. Through busy engagement, children learn literacy. An integrated approach to the teaching of language skills promotes development in all literacy areas (Jalongo 1992, pg