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1 Author: Pamela H. Beck Date submitted to deafed.net-3/28/06 To contact the author for permission to use this PowerPoint, please

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Presentation on theme: "1 Author: Pamela H. Beck Date submitted to deafed.net-3/28/06 To contact the author for permission to use this PowerPoint, please"— Presentation transcript:

1 1 Author: Pamela H. Beck Date submitted to deafed.net-3/28/06 To contact the author for permission to use this PowerPoint, please To use this PowerPoint presentation in its entirety, please give credit to the author. Date submitted to deafed.net-3/28/06 To contact the author for permission to use this PowerPoint, please To use this PowerPoint presentation in its entirety, please give credit to the author.

2 2 Cued Speech: Yesterday & Today Creation & Worldwide Adaptation Pamela H. Beck Creation & Worldwide Adaptation Pamela H. Beck

3 3 The Inventor R. Orin Cornett, Ph.D., 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 R. Orin Cornett, Ph.D., 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

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 9 First Family: the Henegars 1966 Leah was 24 months old Language growth after introducing language through Cued Speech First 6 months: from words At 12 months: 307 additional words = 450 words in the first year

10 10 Learning Language at Home Children learn from their parents Interacting Observing

11 11 40 years later… Leah has a career in office management A mother of 3 children

12 12 The Expansion 1967: Introduced to 98 educators 2 from each state of the USA 33 introduced it to their schools

13 13 Expansion continues * One traveling instructor Two traveling instructors Guidebook for parents Manual for teachers

14 Adaptations to other Languages 1970 Spanish Croatian-Serbian Hindi Swedish (revised 1993,1995) Telegu

15 15 Some other adaptations French 1971 Danish 1976 Dutch 1979 Hebrew 1976 (rev.1984) Mandarin 1975 (rev. 1985)

16 16 Finnish and Finnish-Swedish 1992 June Dixon-Millar, Snellman, Cornett Guidelines for adapting Cued Speech to additional languages –Cued Speech Journal vol. 5. pages

17 17 Deaf children bilingual in two or more spoken languages English/Arabic; /Mandarin; /Hindi / Hebrew; /German, etc.

18 18 Deaf Children Excelling New Frontiers Inclusion in regular schools Inclusion in regular classrooms

19 19 Expanding visions Regular teachers using Cued Speech in direct instruction (e.g., Leah Henegar) Interpreting: parents pushed to introduce this Transliteration/Transphonation –(French: codeur)

20 20 Expanding applications s + Speech articulationSpeech articulation Speech fluency (stuttering)Speech fluency (stuttering) Mental retardationMental retardation Learning disabilitiesLearning disabilities Deaf-blindDeaf-blind

21 21 Areas of Research Auditory Discrimination Visual speech reception Receptive/expressive language Reading Bilingualism Cochlear implantation use

22 22 Cueing & Signing: Together 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?

23 23 Bilingualism Position Statement 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

24 24 Bilingualism #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

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

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

27 27 Cued Speech provides Cued phonemes Cued listening Cued language Cued lip-reading Cued speech

28 28 cued language…cued Finnish Cued Speech = the system cued language = the visible product cued Finnish = the specific language

29 29 Many 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

30 30 Hilary Franklin 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!

31 31 2nd generation deaf cuers The young deaf cuers of the 1970s and 1980s are now having children, some of whom are deaf Cueing with their children from birth –Some are multilingual: spoken languages plus signed language

32 32 2nd generation deaf cuers Their grandparents are providing them with full access to spoken language, just like they did with their parents!

33 33 Centers in Europe France (Paris): ALPC Belgium Switzerland Netherlands UK (Dartmouth, Devon): Cued Speech Association, UK

34 34 Europe continued… Spain –Madrid: Colegio Tres Olivos La Asociacion Entender y Hablar –Malaga: Modelo Oral Complementado (MOC) –Girona: Crenag Narcis Maso Ce La Macana

35 35 Use in other countries Poland Malaysia India Canada Portugal South Africa Etc.

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

37 37 Activities Camps: –Instruction –Implementation –Support –Networking –Fun

38 38 Instructor Certification For those teaching Cued Speech to others Future: For educators using Cued Speech in classroom and clinical settings

39 39 Transliterator Certification Two options currently: national and state level Educational Interpreter Proficiency Assessment (EIPA) for Cued Speech is being created with careful scientific validity

40 40 Advocacy Federal laws and regulations Collaborate with other organizations related to deafness Seek federal funds

41 41 40th Anniversary Conference July , 2006 Preceded by CueSign Camp in same location Baltimore, Maryland area Conference, gala dinner, childrens program

42 42 Happy Cueing!


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