B.Ed. (Learning Disability) (LD) Communication Options Oralism Syllabus - Mumbai University

Introduction

• Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of ‘either – or’ options to be the ‘best’, this syllabus intends to expose the student teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider career choices for the student teachers.

Objectives

After learning this course the students will be able to:

• Discuss the Aural Oral Options with reference to persons with hearing impairment in the context of India
• Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation
• Exhibit beginner level hands on skills in using these options
• Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses.

Module 1: Understanding Hearing Loss in Real Life Context

• 1.1 Basic Awareness on Paradigms of D/Deafness (Medical And Social)
• 1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns
• 1.3 Basic Awareness on Autonomy and Inclusion with Reference to Oral Options
• 1.4 Basic Awareness on Identity Issues with Reference to Oral Options
• 1.5 Oral / Aural Options: myths and facts

Module 2: Advance Understanding of Oral Options

• 2.1 Difference Between Uni Sensory and Multi Sensory Approach in Oralism
• 2.2 Oracy To Literacy: Why And How
• 2.3 Speech Reading: Need, Role And Strategies in All Communication Options
• 2.4 Training And Guidance on Aural Oral Practices for Families And Tuning Home Environment: Current Scenario
• 2.5 Tuning Mainstream Schools/Classrooms For Aural Oral Communication: Do’s And Don’ts

Module 3: Skill Development Required for Oralism

• 3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting In Listening Skills
• 3.2 Practicing Motherese (Addressing /Talking To Young Children) and Age Appropriate Discourse with Children Using Appropriate Language, Turn Taking and Eye Contact
• 3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations, Narrations and Loud Reading
• 3.4 Practicing Skills in Story Telling /Narrations/Jokes/ Poems / Nursery Rhymes (with special attention to suprasegmental aspects)
• 3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development: Reflecting upon Model Formats Used For the Purpose (Checklists, Recordings, Developmental Scales)

Module 4: Understanding Skills related to Auditory Verbal (AV) Approach

• 4.1 AV Approach: Meaning, Misconcepts and Justification
• 4.2 Stages of Auditory Hierarchy
• 4.3 understanding Listening Strategies, Techniques of AV Approach and their Relation to Listening Environment
• 4.4 Reading Model Plans
• 4.5 Observing a Few Weekly Individual Sessions

Module 5: Implementing Oralism and AV Approach in Indian Special Schools & Course conclusions

• 5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario
• 5.2 Oralism / AV Approach: Prerequisites for Special Schools
• 5.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites
• 5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising)
• 5.5 Reflections On The Course: From Theory to Practice to Initiating Change

Transactions

• Curricular transactions of this course must involve skill based approach. This course being placed in the 4th semester, the students are expected to have adequate exposure of special school system, aural activities therein and the school environment. Lecturers of this course are expected to use those experiences while teaching theory component of this course. The transaction strategies however, must focus on skill development of aural oral techniques through observations (live or recorded) and reflecting upon it. Mock parent child conversations, demonstrations and practicing tuning speech and language to suit needs of CWHI etc are expected to support the understanding of student teachers. Unconventioanl ASK strategy of working first on Attitude, then on Skills and lastly backing it up with Knowledge or theory is expected to work better. Application in diverse situation and professional conviction needed for aural option can be focussed at the time of evaluations.

Hands on Experience for notional hours: (ANY TWO) 30 Hrs 10 Marks

• 1 Watching videos of individual session / classroom teaching using genuine oralism and submitting reflections.
• 2 Developing learning material / worksheet for acilitating connectivity among listening, language and cognition
• 3 Recording self narrated stories / poems and writing reflections upon it.
• 4 Interacting with orally raised adults to understand them in terms of autonomy and identity. Submit learning points.
• 5 Interacting with non disabled children for practicing expansion of ideas

Essential Readings

• RCI (2010) Communication Options And Students With Deafness. Rehabilitation Council Of India , New Delhi
• Dhvani (English) Balvidyalaya Publication:Chennai
• Estabrooks. W. (2006) Auditory-Verbal Therapy And Practice , Ag Bell
• Paul, Peter V. (2009). Language and Deafness. Jones And Bartlett: Boston
• Borden, Gloria J.; Harris, Katherine S. & Raphael, Lawrence J. (2005). Speech Science Primer (4th) Lippincott Williams And Wilkins: Philadelphia
• Ling, Daniel.(1990) Acoustics, Audition And Speech Reception. (Cd)Alexandria, Auditory Verbal International
• Heller, Robert. (1999). Managing Change. Dk Publishing: New York

Suggested Reading

• Estabrooks , W. (2001) 50 Frequently Asked Questions (Faqs) About Auditory-Verbal Therapy. Learning To Listen Foundation
• Estabrooks W. & Marlowe J, (2000) The Baby is Listening, A G Bell Association For The Deaf And Hard Of Hearing, Inc, Washington Dc
• Chaney, Ann L. & Burk, Tamara L. (1998). Teaching Oral Communication In Grades K
• – 8.Boston: Allyn And Bacon
• Directory of Rehabilitation Resources for Persons With Hearing Impairment In India. (2000) Ayjnihh Publication, Mumbai
• Ling, D. And Ling, A.H. (1985) Aural Habilitation: The Foundations Of Verbal Learning InHearing Impaired Children. A.G. Bell Association For The Deaf And Hard Of Hearing.Washington D.C.
• Ling, D. (1989) Foundations Of Spoken Language For Hearing Impaired Children. A.G.Bell Association For The Deaf And Hard Of Hearing. Washington D.C.
• Dhvani (Marathi) Balvidyalaya – Ccym Publication
• Play It By Ear, John Tracy Clinic Publication: La
• Heller, Robert. (1999). Effective Leadership. Dk Publishing: New York.
• Heller, Robert. (1999). Managing Change. Dk Publishing: New York
• Resource Book on Hearing Impairment. Ayjnihh Publication
• Cole, Elizabeth, B. And Flexer, Carol. (2007). Children With Hearing Loss Developing Listening And Talking (Birth To Six) Plural Publishing Inc: Uk.
• Unpublished Dissertations And Thesis On Profiling Communication Options In Special Schools In India