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Matkin, Arlene M.; Matkin, Noel D. – Language, Speech, and Hearing Services in Schools, 1985
Among parents of 48 children previously enrolled in oral/aural programs there was a significant correlation between overall perception of benefits of total communication (TC) and perception of children's educational and emotional growth. Most parents did not feel TC adversely affected speechreading, speech production, or hearing aid use. (CL)
Descriptors: Hearing Impairments, Oral Communication Method, Parent Attitudes, Total Communication

Dee, Anita D. – Language, Speech, and Hearing Services in Schools, 1981
The paper examines the needs, presention procedures, professional role, and positive results of a comprehensive parent education program as a component of a total communication early intervention project for hearing parents of deaf infants. (Author)
Descriptors: Deafness, Infants, Intervention, Parent Education

Kouri, Theresa – Language, Speech, and Hearing Services in Schools, 1989
During an eight-month treatment regimen utilizing simultaneous sign/speech input, all of the words of a young girl with Down's Syndrome were recorded. Analyses revealed that most of the words she initially signed were later spontaneously spoken and that most of her signed productions evolved into spontaneous spoken productions. (Author/JDD)
Descriptors: Downs Syndrome, Intervention, Language Acquisition, Manual Communication

Chin, Steven B. – Language, Speech, and Hearing Services in Schools, 2002
Analysis of stop consonant production by 12 children (ages 6-12) who have used cochlear implants for at least 5 years indicates children's stop inventories differed from English mainly in having additional, non-English stops. Total communication users had fewer ambient stops and more nonambient ones that did oral communication users. (Contains…
Descriptors: Children, Cochlear Implants, Consonants, Elementary Education

Coryell, Judith; Holcomb, Thomas K. – Language, Speech, and Hearing Services in Schools, 1997
Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous…
Descriptors: American Sign Language, Bilingual Education, Deafness, Educational Practices