Cued Speech for Young and Not So Young

Cheri said:
Yep, Cued Speech was the first I've learned (hand position to clairfy vowels sounds), then oral, then total communication. (that is one reason why I speak so well, and lip-read so well too)
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So u had everything!!! That's cool. Interesting, u didnt have all tools at once...like one came after the other.
 
shel90 said:
So u had everything!!! That's cool. Interesting, u didnt have all tools at once...like one came after the other.
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That's right we (my sister and I) didn't have all the tools at once, because there wasn't enough resource back then, where it was available to all. If I had to choose, Total Communication was the best out of all, for me it is. ;)
 
Cheri said:
That's right we (my sister and I) didn't have all the tools at once, because there wasn't enough resource back then, where it was available to all. If I had to choose, Total Communication was the best out of all, for me it is. ;)
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same here likewise.
 
That is really interesting. I did not know that you and your sis learned CS. I agree that it can be helpful in teaching speech skills, and possibly helpful in teaching reading skills. But I also agree that TC or Bi-Bi is the way to go. I'm not against the use of CS at all. But I get really frustrated when people keep saying it doesn't have anything to do with teaching speech or with oral language, and also that it should be used instead of signs.
 
jillio said:
Stone Deaf Play: Act Five
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Good video, makes a lot of sense too. :)

If oral and cued speech helps with proper English then how come I have some area of difficulties with writing proper English? I believe oral and cued speech are only excellent tools to teach speech and lip-reading (more focusing attention on the mouth) but not writing English language, in my opinion. ;)

I do believe that writing good proper English is all based on reading skills, how much amount of time one has read, and how often.
 
Cloggy said:
Cued Speech for Young and Not So Young

By Pamela H. Beck, M.E.D./CICS, and Amy Ruberl, M.ED.

As printed in Hearing Health, volume 21:1, Spring 2005




Can you relate? Cued Speech can come to the rescue in each of these situations by eliminating the ambiguity of speech reading.

It was the search to solve the problem of the low literacy levels of many Deaf children that led to the creation of Cued Speech in 1966 by R. Orin Cornett, Ph.D. Forty years later, experience and research have proven that individuals who receive language consistently through Cued Speech are able to reach the same language and literacy levels as they would without a hearing loss. Cueing provides dynamic visual access to the phonemic base of language, making learning to read easier (see “An Aid to Literacy,”). In addition, many late-deafened adults are finding Cued Speech an essential tool in maintaining fluid communication with their mates, friends and family.

Cued Speech is a perfect companion to cochlear implants, accelerating the process of identifying newly-heard sounds while remaining available for sound-based clarification as needed. This visible “access” to spoken language has enabled Cued Speech to be used by individuals with a variety of language, speech and communication needs, including learning disabilities, autism and auditory processing disabilities. A growing number of children and adults who use sign languages are adding Cued Speech to their communication skills. Cued Speech also helps individuals with or without hearing impairment to learn foreign languages because cues give visual information on how to pronounce foreign words.

Although entire families often learn to cue, not everyone in the neighborhood, school or workplace can, though the basics are very easy to learn. Therefore, Cued Speech is often used in conjunction with amplification such as a hearing aid or cochlear implant, as well as with speech therapy, encouraging the development of listening and speech skills.

Though Cued Speech is a great help in showing children with hearing loss how to pronounce a word, it does not help them figure out how to make the sounds they cannot hear or see on the mouth. Speech therapists can teach a child how to form individual speech sounds and using Cued Speech allows the child to know when to use those sounds appropriately within words and sentences.





Essential in mainstream educational settings are the services of a transliterator, someone fluent in Cued Speech who can cue what the teacher and other students are saying. Michelle Ayers of Virginia, whose family began using Cued Speech when she was four years old, says, “I love Cued Speech. I attended schools with hearing students all my life, kindergarten through college, using the services of a Cued Speech transliterator. Now I work in a law office as a title specialist, a job I really enjoy. When I went to my family reunion, where most people do not cue, I could lipread almost everything that was said. I give Cued Speech the credit for that!”

What's the difference between a transilterator and an ASL terp? The deaf student still needs to rely on someone to "translate or interpret" if they are in a mainstreamed program. The deaf child is still not getting direct communication.

Christine Hartman’s Ohio family began with signs then added Cued Speech when Christine was two years old. Additionally, she has had a Cued Speech transliterator since age four, beginning in pre-school. Now 15 and a sophomore in high school, Christine excels academically.

Christine received a cochlear implant in the summer of 2004. Eight months later she says, “At school, the cochlear implant helps when someone is reading aloud from a book because I can follow along with them and I don’t need my transliterator. But I am still getting used to the implant, so there are other sounds that I am unable to understand. My transliterator helps me to keep up in class.”

Though many families start teaching their children with hearing loss Cued Speech as they are learning to speak, Cued Speech is growing in popularity among persons who are late-deafened or have age-related hearing loss as well.

Mary and Herman Diesel, an older couple with acquired hearing loss, epitomized the success of Cued Speech in facilitating communication. Together, Mary and Herman attended classes and cue camps and used videotapes to learn to cue and “cue-read.” A decade ago, Mary wrote:

“I tell every hearing-impaired adult how much I like Cued Speech and how easy it is to learn. … It keeps one in the hearing world. It also helps me lipread better, which is most helpful with those who don’t cue. I don’t need every word cued to me, sometimes only a few words need to be cued — words you can’t read on the lips, proper names or a complicated word. I really don’t know what my life would be like without Cued Speech. It has helped me that much.”

Many hearing people in general know how to cue? I have asked my hearing husband if he and his coworkers have ever heard of cued speech and they have me this "What the hell are u talking about?" look.

After Mary’s death, the Mary Diesel Fund was created to support the National Cued Speech Association’s services for late-deafened adults. Later, after Herman’s death, his family wrote:

“Dad was fluent in German and English. He learned his third and most important [communication mode], Cued Speech, to help Mom live in the hearing world. Even after she passed, he continued to cue to us out of habit.”

It’s never too soon or too late to add a simple yet effective tool to improve communication and improve your life.

Pamela H. Beck, M.Ed./CICS, manages the NCSA Information Services and Cued Speech Discovery Bookstore and is president of Cued Speech for Integrated Communication, Inc.

Amy Ruberl, M.Ed., is co-owner of Cuemunication Resources & Services, a NCSA regional director and certified instructor of Cued Speech.

Related Articles:
What Is Cued Speech?
An Aid to Literacy
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How does CS improve one's life? Everyone has different definitions of what "improvement" means. There is no one definition of it that fits all.
 
jillio said:
Stone Deaf Play: Act Five
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Oh my gosh! Watching the oral only classroom just brought back unpleasant memories of my speech teacher and general ed teachers constantly correcting my speech. Ugh!!!!! :barf:

I can see that CS doesnt really get the conceptual meaning across like ASL does.

Already tried SEE in the classroom...one lesson would take 2 hours as opposed to one hour if used in ASL. LOL!


I agree with so many of the actors about ASL opening up their minds. It did open up my mind in such a powerful way and I thank it. That is what I want for all deaf/hoh chidlren. To have that power of strong minds not a rigid mind like I had growing up.
 
shel90 said:
Oh my gosh! Watching the oral only classroom just brought back unpleasant memories of my speech teacher and general ed teachers constantly correcting my speech. Ugh!!!!! :barf:

I can see that CS doesnt really get the conceptual meaning across like ASL does.

Already tried SEE in the classroom...one lesson would take 2 hours as opposed to one hour if used in ASL. LOL!


I agree with so many of the actors about ASL opening up their minds. It did open up my mind in such a powerful way and I thank it. That is what I want for all deaf/hoh chidlren. To have that power of strong minds not a rigid mind like I had growing up.
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I thought the CS being used onstage with the ASL terp behind really spoke volumes about the differences.
 
I'm quoting Shel90 here.
“I tell every hearing-impaired adult how much I like Cued Speech and how easy it is to learn. … It keeps one in the hearing world. It also helps me lipread better, which is most helpful with those who don’t cue. I don’t need every word cued to me, sometimes only a few words need to be cued — words you can’t read on the lips, proper names or a complicated word. I really don’t know what my life would be like without Cued Speech. It has helped me that much.”

Many hearing people in general know how to cue? I have asked my hearing husband if he and his coworkers have ever heard of cued speech and they have me this "What the hell are u talking about?" look.
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HA, HA, HA!!!! You won't that that look if you bring up sign language to the hearing. They may not know sign but at least they'll know what you're talking about.
 
jillio said:
I thought the CS being used onstage with the ASL terp behind really spoke volumes about the differences.
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Oh, I agree. I found the ASL terp easier to follow and I used to know cued speech years ago. Also, wouldn't you need to know English or another spoken language first to understand Cued Speech? If you don't know it, Cued Speech will have little meaning to deaf.
 
jillio said:
I thought the CS being used onstage with the ASL terp behind really spoke volumes about the differences.
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I think that was something I needed to see. Also, I need to see all of the methods/MCE systems all at once being used in a classroom and see it from a different point of view.
 
deafskeptic said:
I'm quoting Shel90 here.


HA, HA, HA!!!! You won't that that look if you bring up sign language to the hearing. They may not know sign but at least they'll know what you're talking about.
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Yea, so true. :lol:
 
deafskeptic said:
Oh, I agree. I found the ASL terp easier to follow and I used to know cued speech years ago. Also, wouldn't you need to know English or another spoken language first to understand Cued Speech? If you don't know it, Cued Speech will have little meaning to deaf.
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Well, since CS was designed by Dr. Cornett as a tool to literacy and language development as opposed to language acquisition, and it was developed back in the 1960's when oralism was experiencing a heyday, then I would say "Yes, one needs to know spoken language first." Loml says no, but doesn't explain why he believes it is not necessary to know spoken language first. This is why I say yes:

1. CS is not a language. It is only a mode, a system for phonetic representation of a spoken language. One must have acquired the language prior to an additional system for representation makes sense conceptually. For instance, I can hear the Japanese language, but as I have not acquired the Japanese language, what I hear is not meaningful. Likewise, were I to witness the Japanese language cued, it would not be meaningful. If I have not acquired English, then CS representations of that which I have not acquired will not be meaningful.

2. Dr. Cornett developed the system to facilitate literacy and language development, not for language acquisition. Since a child is not developmentally ready to learn to read until a mean age of 7, I am certain that Dr. Cornett did not intend for a child to go without language prior to the age when they are developmentally ready to begin reading.
 
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