As a parent, remember that you are in control of the decision making when it comes to how your child will learn to communicate. With the freedom of choice, there is a responsibility to learn about the different aspects of each communication mode.
Auditory Verbal This mode of communication is based of the theory that hearing is essential for spoken language. Children learn to hear and listen with their amplification with auditory training techniques that enhance how a child listens. This is done without visual cues, and focuses on rich verbal input with emphasis on stress, intonation, melody, and pattern. This gives the child a great opportunity to enter the hearing world with ease and comfort, helping your child to mainstream in education. Unfortunately, it may take away from some of the visual cues that may facilitate in communication. Learn More! http://nc.agbell.org/NetCommunity/Page.aspx?pid=360 |  |
 | Visual American Sign Language (ASL) is the primary sign language used among the deaf community. ASL is its own language compromised of a sentence structure, vocabulary, and grammar that also includes facial expressions and gestures. Using this mode of communication, your child may become a part of the deaf community with strong language and supports. However, your child may not be encouraged to learn a spoken language which can take him or her away from the mainstream education. Learn More! http://www.nidcd.nih.gov/health/hearing/asl.asp |
Total Communication This mode of communication simultaneously includes speech and sign language. Through this model, your child will learn spoken language through hearing, signing, reading, and speech. This can help your child to develop at the same rate as hearing children with many different opportunities to communicate. However, grammatical and syntactical skills may be difficult to differentiate between sign language and English, causing the child to have more difficulty in the school systems. Learn More http://www.raisingdeafkids.org/communicating/choices/tc.php |  |
Reamy, C., & Brackett, D. (1999). Communication methodologies. Early Identification and Intervention of Hearing-Impaired Infants. (1103-1114).
