PIDPhilippine Institute for the

Deaf25 YEARS

Teaching Deaf Children to Speak

FACILITATOR : Julie G. EsguerraBSEEd * M.A. SPED-Speech Correction, PNUSpeech Pathology, San Jose State Univ, USA

SpEd Teacher, 41 yrs, Phils.* SpEd Trainor, 5 yrs, USA

One of the “100 Women Who Made a Difference” Phil. Centennial Celebration, 1999

One of the 10 Outstanding Manilans, 2002International Public Speaking Champion, USA, 1999

One of the 10 Incredible Pinoys (Inquirer TV)Woman of Distinction, Soroptimist International

Founder/President–Phil. Institute for the Deaf (ORAL)Founder/President–Touching Lives, Inc. USA

Speech Development and Correction

For Deaf Learners

LEARNING OUTCOMES

• Understand Learning Competencies for

Speech Development & Correctionwhen working with Deaf Learners;

LEARNING OUTCOMES

• Master the Northampton Charts as a tool for Developing the Speech of Deaf Learners,

and other special considerations;

LEARNING OUTCOMES

• Understand the Four Learning Areas to develop the Spoken Language of the

deafArticulation*Rhythm*Auditory*Language

ARTICRHYTHM

AUDITORY

LANGUAGE

LEARNING OUTCOMES

• Understand Other Considerations to Develop the Spoken Language of the Deaf

Lip Reading, Pitch & Voice Improvement

LEARNING OUTCOMES

•Write an Initial Wordlist per Sound and a Short Lesson Plan for Hands On Practice

Teaching;

WORDLIST

PERSOUND

WORDLIST

PERSOUND

LEARNING OUTCOMES

• Learn from significant observation, Recognize and discuss Areas for Improvement

SEMINAR SCHEDULE of ACTIVITIESDAY 1

* Overview* Understanding the Speech

Mechanism* Areas in Speech Development and

Correction* Guiding Principles* Strategies in Speech Development • Understanding the Main Tool – The Northampton Charts

SEMINAR SCHEDULE of ACTIVITIES DAY 2

* Mastery of the Northampton Charts

* Organizing the Speech Program * Class Management [Speech Room, Kit, Lesson Plan,

Aids] * One Language Approach * Demonstration Teaching * Evaluation * Open Forum * Summation

How is it to be deaf?

Can they understand

when we talk

with our

lips?Can the DEAFreally be ableto listen? and SPEAK?Can they truly

succeed in regular

schools? Can th

ey o

rally

conv

erse

with

us

hea

ring

peop

le?

Did you know __?

A CHILD'S BRAIN IS PROGRAMMED TO LEARN FOUNDATIONAL

LANGUAGE SKILLS IN THE FIRST 6 YEARS OF LIFE

Importance of Speech Development

for DEAF Learners• To be like anyone else• To enjoy using his intact speech organs• To understand sounds in his

environment• To be connected with anyone he likes• To cope in regular schools• To achieve his dream career• To be independent and self reliant

Statement of Principles

•Deaf children are entitled to, and must have, a language-rich educational experience.

The deaf can hear, talk and lip read.

They only need guidance to do all these.

They need to be reassured that what they are saying

is acceptableand understood because they cannot

hear their own voice to correct themselves.

The teacher guides them in the whole process so they can master

all the sounds they utter.

The Deaf Can Hear & Talk

• Their speech organs are intact• The deaf has residual hearing • They have the mental capacity• They can be like anyone else• They just need a model to imitate from• They just need to master in their mind

how words are pronounced• They just need constant practice to

master the art of speaking & conversing

Understanding theSPEECH MECHANISM

ARTICULATION

• Initially, develop mastery of the 5 Basic Vowel Sounds (Northampton Charts)• Master One Consonant Sound at a time• Speech Drills : - Nonsense Syllables - Phrases - Words - Sentences (Q/A)• Master Other Vowel Sounds (One at a time)• Recite Rhymes, Poems, Action Songs, etc.

Speech = Articulation

• the act or process of articulating speech

• the adjustments and movements of speech organs (tongue, lips, teeth, jaw, nose, etc.) involved in pronouncing a particular sound and taken as a whole

• effective production of comprehensible speech so the listeners may understand one’s thoughts, feelings and ideas

ARTICULATION

• Direct Imitation from the teacher’s pattern

ARTICULATIONMastery of Individual Sounds

• Correct mouth formation based from the Speech profile drawing

RHYTHM TRAINING

• Training in the regular beat or tempo of words, phrases, sentences, poems, songs, etc.

• Training in the accentuation• Training to produce a cluster of

sounds or words in one breath arc

RHYTHM TRAINING

* Discriminate Different Tempos Fast Slow

* Master Temporal Patterns pum PUM PUM pum

* Learn Accentuation 1st Syllable 2nd Syllable 3rd Syllable

* Phrasing and Paraphrasing (Use of breath arcs)

RHYTHM TRAINING

Drills on accentuation

* accent on the syllable

TAble aGAIN eleMENtary

1ST 2ND 3RDSYLLABLE SYLLABLE SYLLABLE

* accent on the word

a BLUE ball use a GUN 2nd WORD 3RD WORD

AUDITORY TRAINING

Awareness of Sounds and Discrimination of -

*Animal Sounds *Natural Phenomenon*Noise makers *Names (Esp. Own Name)

*Musical Instruments *People’s Voices*Vehicular Sounds *Recorded Songs*Household Sounds *Everyday Expressions*Environmental Sounds *Commands*Simple Story Lines *Simple News*Talking on the phone *Others

AUDITORY TRAINING

• Most deaf children have some residual hearing.

• Teach a deaf child how to use residual hearing to have access to spoken language

• The speech signal is redundant. Since it carries excess information, it is not necessary to hear every sound to understand a message

• Additionally, there is also a great emphasis on speech and speech reading.

• The ultimate educational goal is to place the child in a mainstream school environment.

• Early intervention is key. 

AUDITORY TRAINING

Although deaf children always hear distorted sounds, with listening practice, the sounds they hear,

presented with visuals, they will learn to associate such sounds to

appropriate concepts and meanings. Eventually, they will master

these sounds and converse with more confidence.

LANGUAGE DEVELOPMENT

Develop skills to ask & answer questionsPresent Question and Answer Patterns

What_? Who__? Where_? Where_? When_? Why_? What kind_? How_? How much_? Whose_? Whom_? Do/does_? Did_? Can_? Will_? Should_? Would_? Yes/No Qs + Critical Thinking Questions

Language must be experienced to be mastered

LANGUAGE DEVELOPMENT

Visual Aid Teacher Deaf Student (dog’s pic) What is this? This is _______.(point to ceiling) What is that? That is _______.(apple’s pic) What color is it? It is _________.

Reverse Roles Deaf Student Teacher

(unknown things) What is this? It is ________.(touch something in the room What is it? It is ________.he may not know)

Do endless Q/A

What ________?

LANGUAGE DEVELOPMENT

Visual Aid Teacher Deaf Student(known pics) Who is this? He (she) is ______.(pic on wall Who is that? He/she is _______.

(apple’s pic) What color is it? It is _________.

Reverse Roles Deaf Student Teacher

(unknown pics) Who is this? He/she is ______. (pic from your wallet) Who is that? He/she is ______.

Who ________?

GUIDING PRINCIPLES

• Start where the child is. We enter his world and not him forced out of his to understand us.

• Provide activities which suit the child’s capacity, pace and academic level.

• Be like a parent to a child. Set some time to do Home Visits to label important

things at home, as well as, making the Home-School Partnership stronger.

GUIDING PRINCIPLES

• Develop rapport and establish good friendship and chemistry to win the child’s trust and cooperation.• Maintain a cheerful, pleasant and

expressive personality with the needed intensity of energy.

• Revolve around child’s interests and things very familiar to him.

GUIDING PRINCIPLES

• Always require the child’s full attention and check occasionally if he’s still with you in the on-going speech work

• Recognize and praise all the little efforts the child he does even if it’s still far from accuracy.

• Maintain enough balance of a love and discipline to constantly motivate the child and be in control of the class.

GUIDING PRINCIPLES

• Incidental lessons are better understood and mastered as they experience the sounds and situations.

• Language must be experienced before it can be mastered.

• Color the activities with a variety of techniques, aids, games to keep him going

GUIDING PRINCIPLES

• Record constantly significant observations

for continuing basis of IEP .• If the child is unable to respond to your

question or command, re-phrase your statements to a form and style he can understand.

• Keep in mind that the speech organs are muscles in which movements can be managed.

GUIDING PRINCIPLES

• Be sensitive to all non-verbal communication and verbalize them.

• Always attempt to encourage the child to directly imitate your speech patterns.

• Always end each session with a positive note.

• Rate the child’s performance periodically and report them to the parents so they may also do the necessary follow thru.

STRATEGIES IN SPEECH DEVELOPMENT• Direct Imitation

• Tadoma Method (Hand Feel of Voice)• Amplify/ Diminish the sounds/letters• Speech Profile Drawing• Use of breath arcs and tapping.• Syllabication• Comparison and Contrast• Transcription• Color Emphasis on Sound being Developed• Visual Clues and Aids• Speech Exercises to develop flexibility of

tongue

HOMEWORK

• Complete your Wordlist of each

sound in the Northampton Charts

• Choose a Sound to teach and

write a 10-minute lesson plan

• prepare pictures of each word

and be ready to do a short practice

teaching

DAY 2

Speech Development and Correction

For Deaf Learners

ARTICULATION GAME

The first time the DEAF are presented

a word to say, they don’t have a clue

how to articulate it.

Let’s experience being DEAF again.

Pronounce this word ->

Spezieller Lehrer

antidisestablishmentarianismA Political philosophy that is opposed to the

Separation of the church and state

anti dis establishmen taria nism

28 letters

1 2 3 4 5 6 7 8 9 10 11

Schedule of Activities

* Mastery of the Northampton Charts

* Organizing the Speech Program * Class Management [Speech Room, Kit, Lesson Plan,

Aids] * One Language Approach * Demonstration Teaching * Evaluation * Open Forum * Summation

OTHER CONSIDERATIONS

Speech Reading (Lip Reading)

When sounds are taught individually,they master each mouth formation and

begin their lip reading skills.

Teachers must always presentproper mouth formation and

articulationfor them to master lip reading.

OTHER CONSIDERATIONS

Speech Reading Activities• Spelling Activity• Mastery of own name, classmates, names of family members, names

of people in school, etc• Daily Expressions• Greetings• Commands

OTHER CONSIDERATIONS

Improvement of PitchAwareness of Different Pitch Levels

HIGH MODERATE

LOW

1. We let the child know if his PITCH is not appropriate.2. Practice High and Low to get moderate3. Practice with animal sounds, vehicular sounds and music instruments

OTHER CONSIDERATIONS Voice Improvement

• The teacher determines if the child’s voice is too soft or too loud

• Train to modulate it thru voice clues• Master the sounds to be accentuated, with a louder voice, and those not to be accentuated – using softer voice• Breathing exercises to support voice production• Practice until required voice is developed

Improvement of Voice Quality• Hoarseness• Voice Box Disorders• Laryngeal Problems• Dysphonia• Nasality Rhinolalia Aperta Rhinolalia Clausa• Neurological Voice Disorders Voice problems caused by: • abnormal control, coordina-

tion, or strength of voice box muscles due to an underlying neurological disease such as: stroke, Parkinson's disease, multiple sclerosis etc.

Interdisciplinary Teams of voice professionals: otolaryngologists, laryngologists, speech language pathologists, and multidisciplinary professionals.

OTHER CONSIDERATIONS

ONE LANGUAGE APPROACH1. Teacher and parents must agree on what language

to use before any remedial program is started.2. The family must ensure its usage at home.3. The family members must help each other to speak

that language properly at all times.4. Always provide the best (shortest) patterns

(verbalized or written to enable the child to master the language.

5. Give up all the slang words/idioms and restrict yourselves to use the regular words/expressions found in the dictionary of books.

6. Encourage the child to communicate using voice, meaningful phrases short sentences, questions, requests

7. Recognize and reward all the child’s efforts.

Organizing the Speech Program

* Schedule the frequency of speech sessions based on the severity of the case and available time

* Prepare Speech Room requirements.* Do an initial assessment during the

first meeting to write an IEP* Write the Lesson Plan based on his

IEP* Prepare instructional materials

Organizing the Speech Program

• Progress recording and evaluation of activities done for the day.

• Planning for the next session’s lessons.

• Writing Quarterly Progress Reports

Organizing the Speech Program

LESSON PLANNING 1. Informal conversation and greetings * Motivation Activity2. Speech Exercise [Tongue, Lips, Jaw, Palate Breathing, Voice Building etc.]3. Introduction of the Sound [Direct Imitation, Speech Profile, Tadoma]4. Speech Drills *Nonsense Syllable Drill *Phrase Drill *Word Drill *Sentence Drill

(Q/A)5. Appreciation Activity [Poem, Song, Game,

Role Playing, Storytelling etc]

SPEECH KIT

• Materials for Speech Exercises *tongue cut outs, sticky candies, jam, stick-ons,

candy balls, lollipops, pendulum type toys, tongue depressors, tissue paper, feathers, pin wheels, water basin, confetti, mouth drawings, balloons, paper cup, bottle of water,etc.

• Face mirror (wall or face), face towel

• Tape Recorder• Workbooks• Crayons, colored pencils• Picture cards/posters• Photos of people, places and events

SPEECH ROOM

• Wall mirror good for two heads• Small work table facing the mirror• Unlimited visual aids for speech

drills• Calendar, toy clock• Weather illustrations• Illustrated Word Groups• Progress Chart• Story Pictue Books• Sound Awareness Toys/Recordings

Big Picture Motivational Aids

• At Home * At the Playground• In School * In the Bathroom• In the Market * In the City• At the Park * In the Province• At the Beach * In the Movie House• At the Mall * During Christmas• In Church * In the Supermarket• At the Party * In the Library• In the Zoo * At the Cemetery* Every possible experience a child may enjoy

talking about, esp. family souvenir pictures

DEMONSTRATIONTEACHING

*

FEEDBACK * OPEN FORUM