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Communication and Language Approaches (ASL/English Bilingual Approach…
Communication and Language Approaches
ASL/English Bilingual Approach
Studies from the 1960's showed how students performed higher scores than deaf students with hearing parents.
Deaf students can easily learn ASL in social communications, but take longer in the academic ASL.
In the 1990's the approach was improved by having the teachers use ASL as the only language of instruction and then English as a second language.
This approach focuses on teaching the Deaf individual English as a second language.
Researchers have conducted studies that show positive cognitive and literacy benefits of early ASL signing with young deaf children.
Bimodal Bilingual Approach
By ASL borrowing some English words, it helps the deaf students link their ASL with English vocabulary spelling.
This approach provides access to both spoken English through the child's hearing aids or cochlear implants.
Deaf teachers use finger-spelling more in their classrooms with deaf students than hearing teachers because it is part of their everyday communication.
Total Communication Approach
Even if total communication students outperformed children who used oral-only approaches in academic achievements, the people criticized the approach because they still had low test scores.
This approach made a quick spread throughout schools in the 1970's.
A philosophical approach started by Ray Holcomb who was a Deaf admin.
Monolingual Oral Approach
The overall goal for this approach is to give the deaf individual an opportunity to learn how to talk.
People supporting this approach believe that by focusing on this approach, it will allow the deaf student to integrate with the hearing world.
This approach focuses on spoken English, reading, and writing only.
Children can be placed in oral-oriented schools, private classed, public schools with hearing studnets, and taught by a trained auditory/oral therapist.