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Helping Deaf and Hard of Hearing Students to Use Spoken Language

A Guide for Educators and Families

By: Susan R. Easterbrooks, Ellen L. Estes

Foreword by Mary Ellen Nevins

"I have a student who is hard of hearing: How do I assist the student in speaking?"

The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in training preservice teachers, and in workshops and presentations for practicing professionals. This authoritative reference introduces the authors' developmental model and provides:

Effective techniques and strategies specifically for children in the primary grades
Objectives, questions, summaries, case studies, problems, bibliographies, and appendices within each chapter
Accessible background information on the anatomy of the ear and why hearing disabilities exist

Full description

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Product Details

Grade Level: PreK-12, Elementary
ISBN: 9781412927338
Published By: Corwin
Year: 2007
Page Count: 224
Publication date: May 31, 2007

Price: $46.95

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Description

"Great for parents or someone who teaches the deaf, is entering the field of audiology, or is unfamiliar with hearing loss."
—Roberta Agar-Jacobsen, Teacher of the Deaf, Tacoma Public Schools, WA

"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible."
—Sherilyn Renner, Teacher of the Deaf and Hard of Hearing, Bozeman Public Schools, MT

"I have a student who is hard of hearing: How do I assist the student in speaking?"

As a result of IDEA 2004 and NCLB, more and more students with hearing loss are being educated alongside their hearing peers, making teachers and service professionals responsible for helping to fulfill their educational needs. Written by experts in the field, Helping Deaf and Hard of Hearing Students to Use Spoken Language provides educators and novice practitioners with the knowledge and skills in spoken language development to meet the needs of students who are deaf or hard of hearing.

The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in training preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental model and addresses:

Creative and scientific ways of interacting with children with hearing loss to develop spoken communication
Effective approaches, techniques, and strategies for working with children in the primary grades
Techniques for imparting social and academic information while children are learning to communicate

This authoritative reference gives teachers the confidence to provide students with a well-prepared, intensely stimulating environment to foster the natural emergence of spoken language.

Key features

Written by an experienced author and acknowledged leader in the field
A single, authoritative source for spoken language foundations, curriculum guides, and best practices (competitive titles only cover one area or another)
Materials have been field-tested with the deaf and hard-of-hearing population in an oral program; with the population teachers in training at a university; and in workshops and presentations to practicing professionals
Each chapter includes chapter objectives, questions, summaries, case-studies, problems, bibliographies, appendices, etc.
Authors are developing a companion CD-Rom
Addresses CEC Division of Communicative Disabilities and Deafness standards

Author(s)

Susan R. Easterbrooks

Dr. Susan R. Easterbrooks is a Professor of Deaf Education in the Educational Psychology Department in the College of Education at Georgia State University and has been active in the field of deaf education for over 30 years. Dr. Easterbrooks has been a teacher, clinician, administrator, school psychologist, lecturer, and consultant and has authored numerous articles, chapters, and books on the education of children who are deaf and hard of hearing. She has participated actively on various local, state, and national committees. She currently serves as chair of the committee revising Knowledge and Skills Needed by Teachers of the Deaf and Hard of Hearing for the Division for Communicative Disabilities and Deafness of the Council for Exceptional Children. She participated in the development and revision of guidelines for services to students with hearing loss, published by the National Association of State Directors of Special Education and on the Special Needs committee of the National Board for Professional Teaching Standards. Dr. Easterbrooks resides in Gainesville, Georgia with her husband and son.

Ellen L. Estes

Ellen L. Estes is the Coordinator of the Katherine Hamm Center, an auditory-oral program for children with hearing losses at the Atlanta Speech School (www.atlantaspeechschool.org). She has taught children with hearing losses for 30 years. She is a past-Chair of the International Professional Section of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has written articles, conducted workshops, and advised schools throughout the country on many aspects of the language and literacy development of children who are deaf or hard of hearing. She resides in Powder Springs, Georgia with her children and two very bad dogs.

Table of Contents

Foreword (by Mary Ellen Nevins, EdD)

Preface

Acknowledgements

About the Authors

Part 1: The Art of Intervention

1. Listening and Spoken Language Interventions: A Model and Activities for Helping Children

Listening Challenges That Children Must Overcome

Model of Auditory, Speech, and Language Development

Summary

2. Early Detection and Intervention for Infants and Toddlers

Early Detection and Intervention

Necessary Services for Infants, Toddlers, and Their Families

How Listening Develops in Infants and Toddlers

How Infants Develop Spoken Language

How Toddlers Develop Spoken Language

Interventions for Babies

Applying the Model With Babies

Interventions for Toddlers

Applying the Model With Toddlers

If a Child Is Not Making Measurable Progress

The Need for Flexible Models

Summary

3. Intervention for Preschoolers

Collaborating With Service Providers

What You Need to Know About a Child's Hearing Loss

What You Need to Know About Previous Intervention

What You Need to Know About Listening Technology

What You Need to Know About a Child With No Prior Services

Planning and Implementing Instruction and Interventions

Factors to Consider When Planning Lessons

Techniques to Use When Conducting a Lesson

Interventions for Preschoolers

Applying the Model With Preschoolers

Summary

4. Interventions for Children in the Primary Grades

A Typical Day in the Life of the Young Student With a Hearing Loss

The Effects of Hearing Loss in the Classroom

Assessing a Child's Present Levels of Performance

The Multidisciplinary Team of Professionals Who Can Assist the Teacher

Readiness for School

Instructional Considerations

Interventions for Children in the Primary Grades

Applying the Model With Kindergartners and Early Elementary Children

Summary

5. Developing Literacy Skills in Children With Hearing Losses

Learning to Read

Effective Approaches to Reading

Using Reading to Develop Language - A Paradox

Assessment

Implications for the Special Education Teacher

Implications for the General Education Teacher

Intervention

The Literacy Team

Summary

Part 2: The Science of Intervention

6. How Children Hear and Talk: Fundamentals of Listening and Speaking

The Speech Chain

Linguistic Level

Physiological Level: The Physiology of Speech

Physiological Level: The Physiology of Hearing

Acoustic Level

Hearing Aids, Cochlear Implants, and Assistive Listening Devices

Classroom Acoustics - Increasing the Child's Ability to Hear and Understand the Teacher and Peers

Daily Device Monitoring: Your Responsibility

How to Give the Ling Sound Check

Summary

Resource A: Organizations and Agencies Serving Children With Hearing Losses

Resource B: Assessments

Resource C: Sound-Object Associations (by Ellen A. Rhoades, EdS)

Resource D: Commercially Available Curriculum Guides and Materials

References

Index

Reviews

"Great for parents, people entering the field of audiology, teaching the deaf, or anyone unfamiliar with hearing loss."

Roberta Agar-Jacobsen, Teacher of the Deaf
Tacoma Public Schools, WA

"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible."

Sherilyn Renner, Teacher of the Deaf and Hard of Hearing
Bozeman Public Schools, MT

"Real-world examples that reinforce teachings accompany analytical and framework viewpoints, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike."

The Bookwatch, September 2007

“Designed to enlighten educators, parents, and professionals serving children with hearing loss. However, the novice is likely to gain immense insight from this text because of its readability and excellent descriptions of language acquisition in a range of situations. The techniques explained are supported by research, and the authors have done a good job of highlighting appropriate interventions to help students succeed.”

PsycCRITIQUES, January 2008, Vol. 53(4)
American Psychological Association

Other Titles in: Physical Impairments | English/Language Arts (Middle/High School)

Select Format:

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Request Review Copy

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