Helping Deaf and Hard of Hearing Students to Use Spoken Language by Susan R. Easterbrooks

Author:Susan R. Easterbrooks [Easterbrooks, Susan R.]
Language: eng
Format: epub
ISBN: 978-1-4522-9338-7
Publisher: SAGE Publications
Published: 2007-05-24T00:00:00+00:00

Mr. Jensen’s first-grade class is working on a unit on plants, in particular, the concept that plants need water, sunlight, warmth, and soil. The language goals on Fredda’s IEP include the infinitive (uninflected verb form: to _____; for example, to eat), pronouns we and they, and the conjunctions before and after. Her speech goals include the production of the /s/ sound in the final position in words and the -ee-. Fredda’s auditory goal is that she will demonstrate identification and comprehension (brain tasks) of -ee- versus -o- (listening and speaking skill) given words and in phrases of four words in length (linguistic complexity—external factor) by repeating the phrases correctly (child action). Mr. Jenson collaborates with Mrs. Troutman, the teacher of the deaf, and Ms.Gilbert, the speech-language pathologist. The collaborative notes from the team meeting indicate the following:

Concept: Plants need water, sunlight, warmth, and soil.

Language: Infinitive: Plants need to have water. We have to put plants in the sun.

Plants need warmth to grow.

Pronoun: Plants are living things. They need water to live.

Conjunction: You need to water your plants after you put them in the soil.

Speech: /s/: plants, pots; -ee-: need, seed, we

Auditory: -ee- versus -o-: seed, need, we versus pot, hot, lot (e.g., a lot of water!)

They also determine who is responsible for each aspect of the unit and how tasks will be accomplished. For example, Mrs. Troutman, the teacher of the deaf, might work on teaching about infinitives and their uses. She might also work on listening activities by comparing the sounds identified. Ms. Gilbert, the SLP, might work on teaching the child to say the correct sounds. Mr. Jensen would focus on incorporating language, speech, and auditory goals into the lesson to reinforce what the others have worked on. For example, when the child mispronounces the word “seed,” he could ask her to repeat the word “the way you do for Ms. Gilbert.” He might also provide Fredda with auditory experiences including asking her to “plant the seed” or “pull the weed.” Later he will engage Fredda in a conversation about the garden he is planting to help her extend her ability to listen to and use the words and language structures she is practicing.

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