Program
that teaches a child to make maximum use of his/her residual hearing
through amplification (hearing aids, cochlear implant, FM system).
This program also stresses the use of speech reading to aid the child's
communication. Use of any form of manual communication (sign language)
is not encouraged although natural gestures may be supported. The
primary goal of the Oral program is to develop speech and communication
skills necessary for integration into the hearing community.
PRIMARY GOALS To develop speech and communication skills necessary for integration
into the hearing community.
LANGUAGE DEVELOPMENT (receptive)
Child learns to speak through a combination of early, consistent and successful
use of amplification and speechreading.
EXPRESSIVE LANGUAGE
Spoken and written English
HEARING
Early and consistent use of amplification (hearing aids, cochlear implant,
FM system) is critical to this method.
FAMILY RESPONSIBILTY
Since the family is primarily responsible for the child’s language development,
parents are expected to incorporate training and practice sessions (learned
from therapists) into the child’s daily routine and play activities.
In addition, the family is responsible for ensuring consistent use of amplification.
PARENT TRAINING
Parents need to be highly involved with child’s teacher and/or therapists
(speech, aural habilitation, etc) to carry over training activities to the
home and create an optimal "oral" learning environment. These training
activities would emphasize development of listening, speech reading and speech
skills.
Teacher of the Deaf, Sindy Poole, leads an auditory-oral classroom of 5-yr-olds at the Center for the Acquisition of Spoken Language through Listening Enrichment (CASTLE). Students are working on many spoken language goals and objectives in every activity. Here, they are practicing appropriate greeting skills and expanding their vocabulary base with various expressions.
Teacher: Hi Mylah Mylah: Hi Sindy! Teacher: How are you? Mylah: Ecstatic! Teacher: You’re ecstatic?! Mylah: Yeah! Mylah: How you Sindy? Teacher: I’m jolly! Mylah, who do you want to say hi to? Mylah: How’re you Daddy? Teacher: Oh, what do we start with Mylah? We start with… Mylah: Hi Daddy! How are you? Daddy: I’m fine Mylah! How are you? Mylah: I’m fine, thank you! Teacher: That was beautiful Mylah!
Group farewell song:
To Daddy and Mommy…
Toot-a-loo Papa
Toot-a-loo Mommy…
Toot-a-loo Mamaw and Daddy…
We’ll see you after school…
Toot-a-loo everyone!
Toot-a-loo! Toot-a-loo!
