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38 Cards in this Set
- Front
- Back
Juan Bonet and his advocates
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published first book on teaching the deaf
advocated one-handed manual alphabet, early intervention, and provision of a consistent language environment |
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European founder of manualism
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Abbe Charles-Michel de I'Epee
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European founder of oralism
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Samuel Heinicke
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The father of the deaf in the US
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Laurent Clerc (co-founded first school of the deaf; American School for the Deaf)
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Thomas Hopkins Gallaudet and Edward Miner Gallaudet, particularly which school(s) they founded
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--Thomas: ASD
--Edward: Columbia Institution for the Deaf and Blind...became Gallaudet University |
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Reaction to Milan vote
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--Deaf communities around the world were infuriated
--the National Association for the Deaf (NAD) was established in 1880 --Gallaudet combined spoken and sign language communication --Bell formed A.G. Bell Association for the Deaf |
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Juan Bonet and his advocates
|
published first book on teaching the deaf
advocated one-handed manual alphabet, early intervention, and provision of a consistent language environment |
|
European founder of manualism
|
Abbe Charles-Michel de I'Epee
|
|
Blooming of the deaf community in the 1950s
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--Stokoe made a historical breakthrough declaring sign languages as real languages
--discourse around Deaf issues started to bloom with emerging sign language research in linguistic departments in the 1980s --National Institute for the Deaf (NTD) at the Rochester Institute of Technology (RIT) in 1968 |
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Smallest meaningful units in the English language
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Morpheme
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European founder of oralism
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Samuel Heinicke
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Definition of oral methods
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--the collection of methods that focus on using residual hearing and have development of oral speech and language as a goal
--development of spoken language skills for communication and learning and involve the production and reception of spoken language without the support of a visual-manual language or an artificially developed communication system |
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The father of the deaf in the US
|
Laurent Clerc (co-founded first school of the deaf; American School for the Deaf)
|
|
Thomas Hopkins Gallaudet and Edward Miner Gallaudet, particularly which school(s) they founded
|
--Thomas: ASD
--Edward: Columbia Institution for the Deaf and Blind...became Gallaudet University |
|
Naming chaos in oral methods
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auditory-verbal therapy
auditory learning aural habilitation auditory habilitation unisensory approach acoupedics verbertonal method sound-perceptive method hearing treatment auditory approach auditory training acoustic method |
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Reaction to Milan vote
|
--Deaf communities around the world were infuriated
--the National Association for the Deaf (NAD) was established in 1880 --Gallaudet combined spoken and sign language communication --Bell formed A.G. Bell Association for the Deaf |
|
Blooming of the deaf community in the 1950s
|
--Stokoe made a historical breakthrough declaring sign languages as real languages
--discourse around Deaf issues started to bloom with emerging sign language research in linguistic departments in the 1980s --National Institute for the Deaf (NTD) at the Rochester Institute of Technology (RIT) in 1968 |
|
Smallest meaningful units in the English language
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Morpheme
|
|
Definition of oral methods
|
--the collection of methods that focus on using residual hearing and have development of oral speech and language as a goal
--development of spoken language skills for communication and learning and involve the production and reception of spoken language without the support of a visual-manual language or an artificially developed communication system |
|
Naming chaos in oral methods
|
auditory-verbal therapy
auditory learning aural habilitation auditory habilitation unisensory approach acoupedics verbertonal method sound-perceptive method hearing treatment auditory approach auditory training acoustic method |
|
Auditory Verbal
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*application and management of technology, strategies, techniques, and procedures to enable children with HI to learn to listen and understand spoken language in order to communicate through speech
*the exclusive focus upon listening and restricting a child's access to lipreading during therapy sessions |
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Natural Oralism/Natural Auralism
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*no child is precluded on the grounds of being too deaf
*lipreading and natural gesture are not denied, although no emphasis is place on: if possible, audition should take precedence over vision for the child *no enforced repetition of either words, sentences, or the inculcation of language structure rules: the emphasis is placed on the exchange of meaning *meta-linguistic awareness is encouraged |
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SHORT ANSWER
Fundamental Elements of Maternal Reflective |
-maternal element (shared feature with NA):
*starting point of promoting interaction Parents naturally use a different register when speaking to babies and young children -reflective element (distinct feature): *students are encouraged to reflect on language by writing down the conversation and preparing into a text by the teacher. Then the students are required to analyze the text |
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Similarities in ALL oral methods
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--new technology
--early identification/intervention --the primacy of parents --effectively using language knowledge |
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Visual Phonics
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a system of 46 hand cues used in conjunction with speech. It can be employed to augment auditory information and provide students with multisensory representation of sounds in the English language
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Hearing
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*acoustic access to the brain
*includes improving the signal-to-noise ratio by managing the environment and utilizing hearing technology |
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Listening
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attend to acoustic events with intentionality
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Three sense modalities in speech reception
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-Vision
-Residual Audition -Touch |
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psychological attributes of sound
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pitch
loudness |
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physical parameters of sound
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frequency
intensity duration |
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components of acoustic cues
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-suprasegrmental aspects
-vowel sounds -consonant sounds |
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acoustic cues variability
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Characteristics of the speaker
*source (breath and voice) *size of the larynx *signal (vocal tract) *length and shape of vocal tract |
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SHORT ANSWER
Three factors influencing performance in auditory perception tasks |
context
frequency with which words occur the ability to resolve complex sound patterns |
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SHORT ANSWER
Three limitations to an audiogram |
-not all pure-tone audiograms are reliable
-no info on processing the time relationships (i.e. duration) -no indication of the child's level of tolerance for amplified sound |
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SHORT ANSWER
Auditory/linguistic learning process |
*become aware of sound
*connect sound with meaning *understanding more and more complex language -first in quiet circumstances -then in a variety of more difficult listening conditions |
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Relationship between speech and reading
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-We are neurological “wired” to develop spoken language (speech) and reading skills through the central auditory system
-reading is a visual skill, but recent research on brain mapping shows the primary reading centers of the brain are located in the auditory cortex In the auditory portions of the brain |
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Ling's 6 sound test
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/m/
/oo/ /ah/ /ee/ /sh/ /s/ |
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characteristics of speech sounds
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place
voice manner (PVM) |