This book examines critically three broad categories of
communication approach which are currently advocated by the
different schools of thinking concerned with the socialization and
education of deaf children. These are: the "auditory-oral," the
"total communication" and the "bilingual approach." In each case
the claims for the approach are identified, the arguments offered
for are assessed and the counter-claims made by the critics are
presented. The research relating to the efficacy of each approach
is reviewed and the validity of the available evidence is examined.
The unresolved ideological and political features of the debate are
also discussed.
This book is addressed primarily to teachers of the deaf,
student teachers of the deaf and parents of deaf children. It
should also be useful to professionals such as speech therapists
and educational psychologists who work with deaf children.
General
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