An approach that teaches a child to use his/her remaining hearing through amplification and the use of speechreading/natural gestures/visual cues to aid the child’s understanding of language.
The use of any form of sign language communication is not encouraged.
PRIMARY GOALS
To develop spoken language through listening and visual cues.
To develop spoken language and communication skills necessary for school success and integration into the hearing community.
LANGUAGE DEVELOPMENT (receptive)
The child develops internal language through early, consistent listening experiences and developmentally appropriate therapy, which includes speech- reading and the use of hearing technology.
EXPRESSIVE LANGUAGE
Spoken and written English.
HEARING
Early, consistent and appropriate use of hearing technology (hearing aids, cochlear implant(s), FM system) is important with this approach.
FAMILY/PRIMARY CAREGIVER RESPONSIBILTIES & GUIDANCE
Families are expected to provide appropriate carry-over of goals, strategies and techniques from the child’s classroom setting and/or individual therapy sessions into daily routines and play activities.
Parents need to work with the child’s teacher(s) and/or therapist(s) to learn strategies and techniques for developing listening, speechreading and speaking skills in an oral learning environment.
more info | related links
Oral Education
Equal Voice for Deaf Children (EVDC)
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Communication Options Chart
QuickView :: Auditory-Oral
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
