Here is the synopsis of our sample research paper on Speech Training For The Deaf And Hearing Impaired. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 10 page paper. There are mixed conclusions as to the effectiveness of speech training for the profoundly hearing impaired child. Some studies have demonstrated a certain degree of effectiveness with the inclusion of spectrographic displays. These are reported. Bibliography lists 12 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PGdeaf.RTF
Buy This Term Paper »
Unformatted sample text from the term paper:
DEAF AND HEARING IMPAIRED , October, 2001 properly! Language acquisition is dramatically affected when deafness
occurs prior to a toddlers development of language, which would be about age 2 years. Because language is acquired through auditory means, i.e., one must hear it to reproduce it,
the individual loses the primary means of learning language. A number of visual techniques then must be used instead of the usual auditory means to learn language. Some of those
methods are: * American Sign Language (ASL): There are other models of sign language but ASL is the preferred language among deaf persons. * Lip reading: Some deaf and hearing
impaired persons learn to lip-read. * Cued speech: This is a visual communication system that uses hand cues. * Simultaneous communication: This method combines sign language and speechreading in
English work order. * Speech training: This approach teaches the deaf and hearing impaired individual to speak (Central Piedmont Community College, 2000). Speech training focuses on the development of a
phonetic repertoire as well as using speech meaningfully in conversations with others. Typically, motor drills and phonological practice occur to help the child improve their intonation, pitch and duration of
speech sounds (St. Joseph Institute, 2001). This paper discusses speech training. Speech training with deaf children "is a long-term, clinician-intensive process often with limited results" (Ertmer and Maki,
2000, p. 1509). The original and traditional models of speech training do not use any kinds of instruments to aid in the process, such as computerized visual displays, referred to
as spectrographic displays (SDs). These models may not be adequate to overcome the barriers to teaching and improving speech. Such barriers include lack of visual cues for articulation of sounds
...