1. C UED S PEECH : Y ESTERDAY & T ODAY Creation & Worldwide Adaptation Pamela H. Beck 1

2. A UTHOR : P AMELA H. B ECK ●Date submitted to deafed.net-3/28/06 ●To contact the author for permission to use this PowerPoint, please e-mail: cuedspdisc@aol.com cuedspdisc@aol.com ●To use this PowerPoint presentation in its entirety, please give credit to the author. 2

3. T HE I NVENTOR R. Orin Cornett, Ph.D., 1923 - 2002 Auditory Perception (diplacusis meter) Individuals often hear a single tone differently in each ear; Dr. Cornett invented a meter to measure the difference in pitch as perceived by the two ears Physics, Communication theory (codes), Education Administration 3

4. 4 The shock! U.S. Office of Education Annual review of Gallaudet College for deaf students Average deaf high school graduate read at the level of an 8 year old child This is still true in the United States U.S. Office of Education Annual review of Gallaudet College for deaf students Average deaf high school graduate read at the level of an 8 year old child This is still true in the United States

5. 5 The Goal To find a reasonable, easy way to acquire a knowledge of spoken language as a base for reading. Typical children know the spoken language well before they begin to read. Everything, including reading, is taught via spoken language. To find a reasonable, easy way to acquire a knowledge of spoken language as a base for reading. Typical children know the spoken language well before they begin to read. Everything, including reading, is taught via spoken language.

6. 6 The Goal continued… To find a system which enables the learning of phonemic language… In a manner clear to the senses Through conversational interaction between parents and child Efficiently To find a system which enables the learning of phonemic language… In a manner clear to the senses Through conversational interaction between parents and child Efficiently

7. 7 The System “In a manner clear to the senses” Accurate Visually clear Important to hard-of-hearing as well as deaf individuals Phonemic synchronization Matching information from the articulators with the hand and the voice “In a manner clear to the senses” Accurate Visually clear Important to hard-of-hearing as well as deaf individuals Phonemic synchronization Matching information from the articulators with the hand and the voice

8. 8 Sensory-integrated Receptive: Links audition - vision - kinesthetic Listening - lip-reading - speech modeling phonemic awareness Expressive: Links motor - kinesthetic - listening Like playing a musical instrument Phonemic manipulation Receptive: Links audition - vision - kinesthetic Listening - lip-reading - speech modeling phonemic awareness Expressive: Links motor - kinesthetic - listening Like playing a musical instrument Phonemic manipulation

9. F IRST F AMILY : THE H ENEGARS 1966 Leah was 24 months old  Language growth after introducing language through Cued Speech  First 6 months: from 0 - 143 words  At 12 months: 307 additional words  = 450 words in the first year 9

10. L EARNING L ANGUAGE AT H OME Children learn from their parents  Interacting  Observing 10

11. 40 YEARS LATER … Leah has a career in office management A mother of 3 children 11

12. T HE E XPANSION 1967: Introduced to 98 educators 2 from each state of the USA 33 introduced it to their schools 12

13. E XPANSION CONTINUES *1968-69 One traveling instructor 1969-70 Two traveling instructors Guidebook for parents Manual for teachers 13

14. 60+ A DAPTATIONS TO OTHER L ANGUAGES 1970 Spanish Croatian-Serbian Hindi Swedish (revised 1993,1995) Telegu 14

15. S OME OTHER ADAPTATIONS French 1971 Danish 1976 Dutch 1979 Hebrew 1976 (rev.1984) Mandarin 1975 (rev. 1985) 15

16. F INNISH AND F INNISH -S WEDISH 1992 June Dixon-Millar, Snellman, Cornett Guidelines for adapting Cued Speech to additional languages Cued Speech Journal vol. 5. pages 19 - 29 16

17. D EAF CHILDREN BILINGUAL IN TWO OR MORE SPOKEN LANGUAGES English/Arabic; /Mandarin; /Hindi / Hebrew; /German, etc. 17

18. D EAF C HILDREN E XCELLING — N EW F RONTIERS Inclusion in regular schools Inclusion in regular classrooms 18

19. E XPANDING VISIONS Regular teachers using Cued Speech in direct instruction (e.g., Leah Henegar) Interpreting: parents pushed to introduce this Transliteration/Transphonation (French: “codeur”) 19

20. E XPANDING APPLICATIONS 1970-80’ S + Speech articulation Speech fluency (stuttering) Mental retardation Learning disabilities Deaf-blind 20

21. A REAS OF R ESEARCH Auditory Discrimination Visual speech reception Receptive/expressive language Reading Bilingualism Cochlear implantation use 21

22. C UEING & S IGNING : T OGETHER Cornett: 1975 The Balancing Act Circus performers on two horses Function in deaf community and hearing community Communication skills + social / cultural orientation needed for acceptance What is the priority? 22

23. B ILINGUALISM P OSITION S TATEMENT NCSA 1990 #1 The language of the home = the language of the parents. Fluent models of vocabulary and syntax Hearing parents: spoken language Deaf parents: visible language 23

24. B ILINGUALISM #2 … Substantial command of the phonologicalsystem of the language is needed before entering elementary school, as a base for reading & writing Emphasize the [Finnish] language through Cued Speech in pre-school years 24

25. B ILINGUALISM #3 If speech is a goal… training in audition and speech production is required. 25

26. B ILINGUALISM #4 AND #5 Each language should be learned from persons who are good models of that language. Encourage continuing dialogue about bilingualism. 26

27. C UED S PEECH PROVIDES Cued phonemes Cued listening Cued language Cued lip-reading Cued speech 27

28. CUED LANGUAGE … CUED F INNISH Cued Speech = the system cued language = the visible product cued Finnish = the specific language 28

29. M ANY CUERS WHO ARE DEAF SAY : Embrace diversity in communication Communication can include or exclude people Each mode of communication has its benefits Knowing more than one mode is advantageous, like being multi-lingual 29

30. H ILARY F RANKLIN Deaf people need to take advantage of ALL resources An increasing number of deaf people are embracing diversity Deaf parents of deaf children are having their children learn English through cueing at school Bilingual (ASL and English): sign, cue, speak — and be literate! 30

31. 2 ND GENERATION DEAF CUERS The young deaf cuers of the 1970’s and 1980’s are now having children, some of whom are deaf Cueing with their children from birth Some are multilingual: spoken languages plus signed language 31

32. 2 ND GENERATION DEAF CUERS Their grandparents are providing them with full access to spoken language, just like they did with their parents! 32

33. C ENTERS IN E UROPE France (Paris): ALPC Belgium Switzerland Netherlands UK (Dartmouth, Devon): Cued Speech Association, UK 33

34. E UROPE CONTINUED … Spain Madrid: Colegio Tres Olivos La Asociacion Entender y Hablar Malaga: Modelo Oral Complementado (MOC) Girona: Crenag Narcis Maso Ce La Macana 34

35. U SE IN OTHER COUNTRIES Poland Malaysia India Canada Portugal South Africa Etc. 35

36. U NITED S TATES National Cued Speech Association (1982) www.cuedspeech.org State and local associations Centers for instruction and advocacy: California, Illinois, New York, Maine Cued Language Network of America www.cuedlanguage.org (2002) 36

37. A CTIVITIES Camps: Instruction Implementation Support Networking Fun 37

38. I NSTRUCTOR C ERTIFICATION For those teaching Cued Speech to others Future: For educators using Cued Speech in classroom and clinical settings 38

39. T RANSLITERATOR C ERTIFICATION Two options currently: national and state level Educational Interpreter Proficiency Assessment (EIPA) for Cued Speech is being created with careful scientific validity 39

40. A DVOCACY Federal laws and regulations Collaborate with other organizations related to deafness Seek federal funds 40

41. 40 TH A NNIVERSARY C ONFERENCE July 20 - 23, 2006 Preceded by CueSign Camp in same location www.cuesigncamp.com Baltimore, Maryland area Conference, gala dinner, children’s program 41

42. H APPY C UEING ! 42