1. Finnegan 271 fall 2003 Author: Dr. Margaret Finnegan Flagler College Date submitted to deafed.net – March 24, 2006 To contact the author for permission to use this PowerPoint, please e-mail: FinnegMH@Flagler.eduFinnegMH@Flagler.edu To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Communication Decisions Options for Children and Parents of Deaf/HH Children

3. Finnegan 271 fall 2003 Decisions Early parental decisions regarding communication impact later educational placements Decisions made much earlier now due to infant screening

4. Finnegan 271 fall 2003 Two Languages EnglishAmerican Sign Language

5. Finnegan 271 fall 2003 English Oralism –Auditory Oral –Unisensory –Cued Speech Written Modality

6. Finnegan 271 fall 2003 Other Forms of English??? Manually Coded English— –Signed English –SEE 1 –SEE 2 –Rochester Method (fingerspelling)

7. Finnegan 271 fall 2003 Pidgin Sign English Contact Language Combination ASL vocabulary in English Word Order Theoretically allows the use of speech and sign language simultaneously

8. Finnegan 271 fall 2003 Pidgin Sign English Naturally Occurring Functional Intersection of two languages Communication System

9. Finnegan 271 fall 2003 Total Communication Sim-Comm Philosophy vs. Practice Represents parts of the languages involved Dual Modalities All things to all people!

10. Finnegan 271 fall 2003 Visual Spatial Auditory/Oral ASL PSE SEE1, SEE2 Cued Speech Aural/Oral Spoken English TOTAL COMMUNICATION Simultaneous Communication Rochester Method

11. Finnegan 271 fall 2003

12. Cued Speech Combination of 3 Factors articulation + handshapes + placements Words=Language

13. Finnegan 271 fall 2003 Cued Speech Eight handshapes Four Placements Signals Phonemic Information from words Strong in pockets around the US Promoted as language and speech learning tool Orin Cornett

14. Finnegan 271 fall 2003

16. Fingerspelling Aka Rochester Method Specific representation of letters Teaching tool and method Communication tool

17. Finnegan 271 fall 2003 Fingerspelling = Code

18. Finnegan 271 fall 2003 SEE I Seeing Essential English David Anthony Late 1960’s and early 1970’s Attention to root words and suffixes Attempts to put English on the hands

19. Finnegan 271 fall 2003 See 2 Signing Exact English Gerilee Gustafson Starts with ASL vocabulary Inconsistent in rules for generating signs and language

20. Finnegan 271 fall 2003 SEE 2 Honors root words and suffixes for new words or signs Two out of three rule Used or professed to be used in Florida

21. Finnegan 271 fall 2003 Signed English

22. Finnegan 271 fall 2003

23. ASL Morphologically Rich Isomorphism Multiple levels of meaning Simultaneous/visual processing Embedded meaning in visual field Nativization Evidence

24. Finnegan 271 fall 2003 ASL Multiple levels of meaning Nativization Evidence Gross motor skill MovementVisual-spatial Simultaneous Processing Morphologically Rich Not isomorphic with English

25. Finnegan 271 fall 2003 Affective Issues ORALISM “Oral speech is the sole power that can rekindle the light God breathed into man when giving him a soul in a corporeal body, he gave him also a means of understanding, of conceiving, and of expressing himself…while on one hand, mimic signs are not sufficient to express the fullness of thought, on the other they enhance and glorify fantasy and all the faculties of the sense of imagination…the fantastic language of signs exalts the senses and foments the passions, whereas speech elevates the mind much more naturally, with cal, prudence, and truth.” Guilio Tarro, President, International Congress SIGN LANGUAGE “The Chinese women bind their babies’ feet to make them small; the Flathead Indians bind their babies’ heads to make them flat. And the people who prevent the sign language being used in the education of the deaf…are denying the Deaf their free mental growth through natural expressions of their ideas and are in the same class of criminals.” J. Schulyler Long, Gallaudet Graduate

26. Finnegan 271 fall 2003 Obstacles to ASL Use Belief that ASL impedes Speech Preponderance of hearing teachers and administrators Lack of a written form of ASL Lack of established ASL Curriculum Confusion over modality issue Lack of parent support Lack of speech component

27. Finnegan 271 fall 2003 Interest in ASL Growing Dissatisfaction with literacy failures in Deaf Education Evidence of DC/DP Recognition of validity of ASL Neurolinguistic studies Increased political advocacy of deaf community Teacher Observations Growing awareness of multicultural education