1. School-Age Children with HL Chapter 14
Perry C. Hanavan, Au.D.

4. Auditory-Verbal
A key element of this approach is teaching children to make effective use of their residual hearing—either via hearing aids or a cochlear implant.
AV therapists work one-on-one with the child to teach him or her to rely only on listening skills.
Because parent involvement is an important part of the auditory-verbal approach, therapists also partner with parents and caregivers to provide them with the skills they need to help the child become an auditory communicator.
Neither speechreading nor sign language is taught.

5. Auditory-Oral
This approach encourages children to make use of the hearing they have (called residual hearing) using hearing aids or cochlear implants.
Speechreading, sometimes called lipreading, is used to supplement what's detected through residual hearing.
Children learn to listen and speak but do not learn sign language.

6. Cued Speech
Children learn focus on the movements that the mouth makes when we talk.
This is combined with:
(a) eight hand shapes (called cues) indicating groups of consonants, and
(b) four positions around the face, indicating vowel sounds.
Some sounds look alike on the lips—such as "b" and "p"—and others can't be seen on the lips—such as "k."
The hand cues help the child tell what sounds are being voiced.

7. Total Communication
In this communication system, methods are combined. (Any and all means.)
Children learn a form of sign communication.
Use finger spelling.
Use speechreading.
Use speech.
Written English, gestures, mime.
Use hearing aids and/or cochlear implants and HAT.

8. SEE Two basic types of SEE sign language.
SEE is either Signed Exact English, or Seeing Essential English. (SEE-1 or SEE-2)
SEE or signed language that follows the grammatical structure of English.
Purpose is to present spoken English visually.
Goal of using these systems is English literacy.
in relative terms, SEE is easier for parents and teachers to learn.

9. ASL
ASL or American Sign Language is considered the language of the Deaf Community. 
Composed of manual gestures called signs in combination with various types of non-manual grammar (mouth morphemes, appropriate facial expression, body movement etc.). 
Some of ASL’s grammatical features include directional verbs, classifiers, rhetorical questions and the temporal aspect.  
ASL has its own grammar that does not in any way reflect the grammar of English.

10. Bilingual-Bicultural (Bi-Bi)
Communication emphasis is on ASL and written English.
Bilingual assumes ASL is the first language of deaf students (Only deaf children of deaf parents are likely to acquire ASL as first language naturally from their parents [10%])(90% hearing parents).
Bi-Bi programs are restricted to residential and day schools for the deaf. 
Aural/oral training still exists in bi-bi schools, but it is held separate from daily classroom instruction.
Use of amplification is not a requirement.

11. Communication Options

12. Residential Schools for the Deaf
Public
Private
Charter

13. Day Schools
Public
Private
Charter

14. Self-Contained Classrooms
These classrooms only contain children who are deaf or hard of hearing. 
Teachers in these classrooms are specially trained in deaf education. 

15. Regular Classroom
A placement option in which children go to regular classes and they also go to some special education classes or resource classes. 
special education classes or resource classes are taught by specially trained teachers. 

16. Home School
Homeschooled education may include clear communication, one-on-one attention, and teaching methods that are adapted to the child’s educational needs and learning style. 
The child can work at his own pace and the parents can choose a communication system that works for their child. 
Children under an IEP may receive support services from the State.