Establishing effective communication with your child is the most important action you can take. There are different ways to communicate, as well as different philosophies about communication choices and sign language systems. It can be confusing for parents who are trying to figure out what is best for their child and family.

Fortunately, the Infant/Family Specialist who will most likely be part of the team of professionals who will work with your family can help you understand your options, and determine which options might be best for your child and your family. Again, no two children or families are the same, and no two hearing losses are the same. What works for one child may not work for another.

Oftentimes it takes a while to figure out what will work best for your child, especially if your child's hearing loss is diagnosed at a very young age. The best way to decide which communication method will be best for your child is to be open to all methods, ask many questions, talk to other parents, talk to adults who are deaf or hard of hearing, and read as much as you can about the different methods. In the end, you need to do what you feel is best for your child and for your family in general.

What Parents Should Know About Communication Approaches
(Reprinted with permission from Communication Options: What Parents Should Know About Communication Approaches, BEGINNINGS for Parents of Children Who Are Deaf or Hard of Hearing, Inc 2002. http://www.beginningssvcs.com

What communications approaches are available for my child? What features does each approach have? Will I need training to use the approach? Are there specific family responsibilities associated with each approach?

Questions such as these are commonly asked when parents are first learning about communication options for their child. It helps to have a general understanding of all available options before learning about a particular one in more depth.

When parents have balanced and objective knowledge, they can make choices that are right for their own child and family.

Advocates of all communication approaches may tell you that their method is in some way natural. All communication is natural for some people under certain circumstances and there are many ways to accomplish it. All the approaches work toward developing communication, and they all stress things like receptive language (understanding) and expressive language development. Most work on speech development and all work on reading skills. All have been successful with children with varying degrees of hearing loss.

Many families have chosen to use aspects of different programs, combining what works for their child. The only thing that makes one approach better than another is when that approach happens to work better for a particular child. The teachers are trained educators and they usually understand the necessity of developing the total child. In any case, it is the degree of a parent's involvement with the program that seems to make the greatest difference.

Tips for Decision Making
Do you know what your options are for communication? Do you understand these options? Have you examined them in person? Do you understand all test results? How much time do you have to devote to learning the methodology?

All methods require a commitment on your part in order for you to be able to communicate with your child. That everyday commitment to communicating is the key to your child's language development.

Remember that the choice of educational approach must involve consideration of the child's needs, the family situation, and the programs available in the area. Once you have chosen an approach, it is important to learn it and give it a fair chance to succeed. However, if you find that an approach is not working for your child, you should not feel locked-in to it. Another approach may work better. You have the right and the responsibility to re-evaluate your child's progress and request changes when they are appropriate.

Communication Approaches
There are several communication approaches:

American Sign Language/English as a second language (ASL/ESL) (Bi-Bi) - A manual language that is distinct from spoken English (ASL is not based on English grammar / syntax). It is extensively used within and among the deaf community. English is taught as a second language, necessary to teach reading. The primary goal of ASL is to be the deaf child's primary language and allow him / her to communicate before learning to speak or even if the child never learns to speak effectively. Since ASL is commonly referred to as the language of the deaf, it prepares the child for social access to the deaf community.

Auditory-Verbal - A program emphasizing auditory skills. It teaches a child to develop listening skills through one-on-one therapy that focuses attention on use of remaining hearing (with the aid of amplification). Since this method strives to make the most of a child's listening abilities, no manual communication is used and the child is discouraged from relying on visual cues, including speech reading. The main goal of this unisensory approach is to develop speech, primarily through the use of aided hearing alone, and communication skills necessary for integration into the hearing community.

Cued Speech - A visual communication system of eight handshaped (cues) that represent different sounds of speech. These cues are used while talking to make the spoken language clear through vision. This system allows the child to distinguish sounds that look the same on the lips. The primary goal of Cued Speech is to develop communication skills necessary for integration into the hearing community.

Oral - A 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.

Total Communication - Philosophy of using every and all means to communicate with deaf children. The child is exposed to a formal sign-language system (based on English), finger spelling (manual alphabet), natural gestures, speech reading, body language, oral speech and use of amplification, and sometimes cued speech. The idea is to communicate and teach vocabulary and language in any manner that works. Total Communication strives to provide an easy, least restrictive communication method between the deaf child and his / her family, teachers and schoolmates. The child's simultaneous use of speech and sign language is encouraged as is use of all other visual and contextual cues.

Communication Options - Reference Chart | printable version
Beginnings encourages parents to visit programs, talk with professionals and other parents in order to determine which methodology is compatible with the family and the child's needs. It is the family's choice.