What is Total Communication?

Total Communication
Simultaneous Communication/ Signed Language Approach Philosophy

A Philosophy
Supports all modes of communication and language as needed in different contexts

Its History

Created by David Denton in 1967 The term total communication was coined by Roy Holcomb Increased in popularity in the 1970s and 1980s TC educational programs are world wide

Goals
Provide a deaf or hard-of-hearing child with any and all strategies necessary to support development of communication and language

Benefits

Opens all roads and modes of communication for the deaf child. It allows flexibility without eliminating any options. It allows the child to choose the form that is best for them in a given situation. It also allows the child some form of expressive communication.
http://www.personal.psu.edu/smf5000/education%20approaches.html

Commonly Used Methods simultaneous communication ("simcom")

Total Communication: Strategies

"sandwiching"
"code switching"

 Gestures Visual supports Body language Communication aids

Techniques

Different TC Modalities

Total Cues/ Cued speech Texture cues/ objects of reference Braille Environmental cues Facial expression/ body language Signing systems

Print and symbol systems Assistive technology/ AAC Speech, voice language Eye-gaze partner assisted scanning

Creating a TC Environment


Know your students preferred method of communication. Adapt communication skills to meet the needs of the individual. Predictability and consistency are essential

Students understanding is derived from environmental cues and routines

Routine hearing and vision screenings

Hearing and visual impairment have a major impact on communication skills. Check that assistive devices are in good working order.

Top-Ten Classroom Tips

1. Make sure you have their attention before starting 2. Speak slowly and clearly 3. Stress keywords 4. Repeat yourself 5. Give students wait time 6. Go step-by-step 7. Demonstrate when possible 8. Create a calm and quiet environment 9. Check students understanding 10. Incorporate alternate modes of communication: e.g. drawing, gestures, facial expressions, writing and pictures

Auditory Verbal (A-V) Approach

The A-V philosophy supports the basic human right that children with all degrees of hearing loss deserve an opportunity to develop the ability to listen and to use verbal communication in their daily lives.
Adapted from Auditory-Verbal International, (1991)

We hear with the brain-the ears are just a way in. Hearing loss is not about the ears; its about the brain.

Neuroplasticit y

Is the approach justified?

Infants are born with 20 weeks of listening experience because their cochleas are formed and functional by the 20th week of gestation. (Gordon & Harrison, 2005)
We are preprogrammed to develop specific skills during certain periods of development If those skills can be triggered at the intended period of time, we will be operating under a developmental and not remedial paradigm. (Cole & Flexer, 2007) Outcomes show that these children typically made 100% rates of language growth, that is, the same rate of growth as normally hearing children. (Cole & Flexer, 2007)
http://www.auditoryverbaltraining.com/AV%20Research%20Outcomes%20Final%20Preprint.pdf

Listening experience in infancy is critical for the development of both speech and language in young children, and a strong language base is essential for reading.
listening experience
phonetic categories phonological processes lexical-semantic use reading and higher order language use

Goals in A-V: Audition

Phoneme detection- The Ling Six-Sound Test. Phoneme identification-of /bababa/, /ah/, /sh/, brbrbr (car sound), and /m/. Responding to her name- i.e., turning toward the person calling her name. Identification of familiar phrases- Shut the door!; Ow, that hurts!; Sit down; Put it in the garbage Identification of familiar verbs- Sit down, Sh! Go to sleep, Go up, up, up the stairs, Wash, wash, wash, wash (your hands, the car, the floor). Identification of familiar nouns- baby, hat, shoe, flower. LING LINK
http://hope.cochlearamericas.com/sites/all/themes/cochlear_hope/PDFs/SF_Ling_6_SoundTest.pdf

Acting in Harmony
When the child learns how to act in harmony with the swing, a little bit of energy has startling effects!!

Oral/Aural Communication Method

The Oral/Aural Method

Stresses the use of speech, hearing aids, voice, and speech reading skills.

Educational Implications

Small, self-contained classrooms coupled with daily, individualized instruction provide the intense early intervention needed in this approach In order for success, five elements must be present: o Parent involvement o Appropriate amplification

o Consistent, quality speech training

o Developing appropriate language instruction o Range of placement options

Cued Speech
A visual mode of communication that uses hand shapes and placements in combination with the mouth movement and speech to make the phonemes of spoken language look different from each other
-The National Cued Speech Association

Benefits of Cued Speech

Better prepares deaf children for learning how to read

Offers one way to represent sounds

Can be used for multiple languages Once you have know cued speech, you can cue any sound or word

Goals for Cued Speech

Increase the students receptive and expressive vocabulary
Clarify the subtle differences in English language (e.g., synonymous words such as fast, quick, rapid) Enhance speechreading skills and students speech abilities through cues offered in speech therapy

Bilingual-Bicultural (Bi-Bi)

Benefits of Bi-Bi

Students learning both languages and cultures Interpreter can be available to assist teacher Deaf students have access to mainstream schools Phonological/orthographic link

Goals for Bi-Bi

Provide students with exposure to different cultural influences Provide satisfactory input for

understanding the English language and ASL

Books on Total Communication

Total Communication: Structure and Strategy by Lionel Evans Total Communication: The Meaning
Behind the Movement to Expand Educational Opportunities for Deaf Children by Jim Pahz

References
Bornstein, H. (1990). Manual communication: Implications for education. Washington D.C.: Gallaudet University Press. Retrieved from http://books.google.com/books?id=eul6HRZJZWIC&pg=PA145&lpg=PA145&dq=educational implications of cued speech Cole, E. B. & Flexer, C. (2007). Children with Hearing Loss Developing Listening and Talking. http://hope.cochlearamericas.com/sites/all/themes/cochlear_hope/PDFs/SF_Ling_6_SoundTest.pdf Cornett, R. O. & Daisey, M. (1992). The Cued Speech Resource Book for Parents of Deaf Children. National Cued Speech Organization. Retrieved from http://users.ccewb.net/lonerock/hearmemo/cue.htm Gutierrez, P. (1994). A preliminary study of Deaf educational policy. Bilingual Research Journal, 18(3&4), 85-113. Retrieved from http://www.ncela.gwu.edu/files/rcd/BE021502/A_Preliminary_Study.pdf National cued speech association .(2012). Retrieved from http://www.cuedspeech.org/

http://www.auditoryverbaltraining.com/AV%20Research%20Outcomes%20Final%20 Preprint.pdf http://deafness.about.com/cs/communication/a/totalcomm.htm http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educ ate _children_(3_to_21)/resources_for_mainstream_programs/language_and_communi cation/total_communication.html http://www.handsandvoices.org/comcon/articles/totalcom.htm http://www.helpkidshear.org/resources/education/comm/total.htm http://users.ccewb.net/lonerock/hearmemo/tc.htm