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1.

Some students rely on sign language, such as sign language interpreters and
interpretation. The type of sign language that is most commonly used is the ASL
American Sign Language and is the Bilingual-Bicultural Approach as a legitimate
language of its own right rather than an imperfect variation of spoken English.

2. Other students made need technical support that supplements or replaces sound. Such
devices are computer aided speech-to-text translation, television, video and movie
captioning, text telephones, computer technology and alerting devices. These programs
are to help with access to all types of social interaction, educational software and make
their lives a little easier to communicate and succeed.

3. Most programs for students who are deaf and hard of hearing use one of three approaches
to develop the teachings for children who are deaf. One approach is the oral/aural
approach, the second is the total communication approach and the third is the bilingual
bicultural approach.
4. The oral/aural approaches view speech as essential to students who are deaf and are able
to function in the hearing world. Producing and understanding speech and language and
incorporate it into all aspects of the childs education. Students who use this program are
generally more successful if they are integrated into the comprehensive oral program
within the general education program most of the school day.

5. Auditory learning is learning through their listening skills and should receive some
auditory training to practice this method of communication. Speech reading is the process
of understanding by watching/reading lips, facial expression, eye movement and body
gestures. Finally Cued Speech is a supplement to oral communication with a visual
system of hand signals that represent the 44 phonemes of the spoken English language.

6. Another approach used is total communication which uses both speech and manual
communication by signing and finger spelling. When using manually coded English
teachers are generally speaking as they sign and use the form and structure of spoken
English. When they are using finger spelling they are manually spelling the alphabet to
spell out proper names for which no signs exist.

7. When it comes to making choices for students who are deaf and hard-of- hearing the
parent can choose whether they want their child to go to public schools or residential
schools. The majority of deaf or hard of hearing students attend local public school: 54%
receive most of their education in a regular classroom with their peers, 17% go to
resource room for part of the day, 16% are in a separate classroom, 8 % attend a special
day school and 4% attend a residential school for the deaf.