A Public School Cued Speech Program for Children with Hearing Loss and Special Learning Needs

The difficulties encountered by students with hearing loss and special learning needs are often attributed exclusively to hearing loss, particularly when there are no other obvious physical or sensory handicaps. A Louisiana public school system has addressed this issue for the past 9 years and has i...

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Bibliographic Details
Published in:The Volta review 2004-10, Vol.104 (4), p.327-338
Main Author: LeBlanc, Barbara M
Format: Article
Language:English
Subjects:
Assistive Technology
Children
Cognitive Style
Cued Speech
Deafness
Early Intervention
Exceptional children
Hearing disorders
Hearing Impairments
Language Acquisition
Language Skills
Language Tests
Learning
Learning Processes
Learning Strategies
Listening Skills
Longitudinal Studies
Louisiana
Mainstreaming
Multiple Disabilities
Public Schools
Reading Skills
Regular and Special Education Relationship
Rural Schools
Special education
Special education teachers
Special Needs Students
Speech Skills
Speech therapy
Teaching Methods
Teamwork
Writing Skills
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Summary:The difficulties encountered by students with hearing loss and special learning needs are often attributed exclusively to hearing loss, particularly when there are no other obvious physical or sensory handicaps. A Louisiana public school system has addressed this issue for the past 9 years and has included both regular and special education instructors in the children's programming. As a team, individualized goals and accommodations are designed similar to those of their peers with normal hearing with similar learning needs. The programming includes Cued Speech; intensive speech, language, and listening training; use of assistive listening devices; early intervention for the development of reading, writing, and general knowledge; annual assessment; identification of specific learning styles; and mainstreaming. As a result, the students with hearing loss who have special learning needs were able to achieve passing scores on the state's "high stakes" testing.
ISSN:0042-8639
2162-5158